Introduction

Students find modern technologies captivating (Romano, 2010), therefore teachers should profit from digital tools to allow students opportunities to learn through such engaging methods (Vidoni & Middux, 2002). However, web resources must be carefully selected to ensure that they not only stimulate interest, but also meet educational objectives (Otta & Tavella, 2010).

Grounded in constructivist theory (Maddux & Cummings, 2007), WebQuests are structured, student-centred, project-based learning activities that integrate technology into student learning. Comprising six essential elements (introduction, task, process, resources, assessment and conclusion), they safely guide students through the ever-increasing mass of information available on the internet to relevant and suitable resources, thus preventing them from getting lost in “Hyperspace” (Segers & Verhoeven, 2009, p.424). Consequently, learners can concentrate on developing and applying higher-order thinkings skills (Mangelson & Castek, 2008).

This wiki seeks to assess the potential of WebQuests as learning tools through the evaluation of the following WebQuest:

@http://www.ndaviess.k12.in.us/elemshare/teachers/jweathers/medieval.htm