Promoting Self-directed Learning Through the Use of WebQuests: An Action Research Study
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Authors
Boling, Angelia D.
Issue Date
2004-03
Type
Thesis
Language
en_US
Keywords
External locus of control , Internal locus of control , Web-based learning , Self-directed
Alternative Title
Abstract
The purpose of this research was to determine the impact of Web-based, selfdirected
learning on student engagement and to investigate whether students' locus of
control was related to their success with Web-based, self-directed learning. Teachers' and
students' attitudes were also examined.
I developed a Web site of various WebQuests appropriate for the sixth-grade
social studies curriculum. Three sixth-grade social studies teachers, myself included, used
this site to access quality lessons that encourage self-directed learning and then
implemented the lessons with our students over a two week period.
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. Teachers' and
students' attitudes, initially quite positive, became only slightly more favorable as a result
of the intervention.