Web-based learning: How task scaffolding and Web site design support knowledge acquisition

Using WebQuests for inquiry-based learning represents a higher-order use of technology requiring students to exercise information seeking, analyzing, and synthesizing strategies. This research was designed to obtain a better understanding of how to enhance the peda-gogical effectiveness of WebQuests and of how students interact with the various features inherent to informational Web sites. A major objective was to examine the effect of provid-ing instructional scaffolds to support fifth-grade students ’ WebQuesting experiences. The findings indicated that concept mapping templates coordinated with the research tasks en-hanced students ’ free recall and application of acquired knowledge. The importance of site design features, especially discourse quality, multimedia elements, and navigational sys-tems, are discussed with respect to students ’ ability to locate, extract, and apply information. (Keywords: WebQuests, information literacy, Web site design, inquiry-based learning, cog-nitive scaffolding.