Two-year use of Webquest at the university to foster the Bologna process

Abstract

As it is well known the current Bologna process, which targets at convergence of European university teaching, proposes a new methodological approach. It converts a teaching- based education system into one based on learning. WebQuest is one of the activities that makes an effective use of Information and Communication Technologies and that may favour the starting up of the Bologna process. This paper analyzes the use of WebQuest to jump-start the methodological change that the European convergence process implies, specifically selfregulated student learning. It is analyzed from this perspective the results from a university experience undertaken during two academic years (05-06 and 06-07) in the “Instructional Design” course (1st year Education studies). First, methodology and results from the study are presented. Second, the most important conclusions from the use of WebQuest to foster student autonomy, active methodologies, and the professor’s role as creator of learning environments are analyzed.