Promoting Self-directed Learning Through the Use of WebQuests

Abstract: The purpose of this research was to determine the impact of Web-based, self-directed learning on student engagement and to investigate whether students ’ locus of control was related to their success with Web-based, self-directed learning. This study included observations based on Schlechty’s student engagement scale (Schlechty, 2003), student work samples, interviews, a locus of control scale for children, and surveys. Findings suggest that Web-based, self-directed learning activities are engaging, enjoyable and beneficial to sixth-grade students. More than half of the students were observed as authentically engaged throughout the entire learning activity; a similar percentage of students judged themselves as highly engaged. Student choice, the opportunity to use computers, and the authenticity of the lessons appeared to be the factors that led to their interest in the activities. No clear link was found between students ’ locus of control and their success in self-directed learning