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searches, undergraduates are authentically challenged to use Web resources to create a new resource which is
then available for analysis and use by other professionals in the field.
Graduate Curriculum
Students enrolled in an introductory research methods course complete assignments designed to engage them
in activities that reinforce the knowledge and skills associated with scholarly inquiry, including productive
search strategies, identification and critical analysis of resources, synthesis of relevant information and finally,
developing a report for review by other scholars in the community of learners.
Step I-- Critical Thinking Assignment: A major assignment for this introductory research methods course is the
completion of a literature review on a topic of educational interest using both traditional print materials and
the resources published on the Internet. As a first step, students complete a comparative analysis of the search
engines noting the search strategies, number of hits, percent of relevant hits and overall strengths and
weaknesses of each engine as relevant to their own research topics. They then present a report of their findings
to other members of the class, compare their results and conclusions, and construct plausible explanations for
discrepancies in their findings.
Step II--Authentic Activity Procedures: Students build their own database on a hard drive or disk, directly
cutting and pasting information from the Internet to a relational database instead of downloading files
indiscriminately or taking copious notes. Students evaluating resources gleaned from the Internet are engaging
in the scholarly activities which they are studying.
Step III--Published Products: The product which students develop to demonstrate their having learned how to
use the search engines is referred to as a Topical Internet Tour. Students find specific related sites, make
bookmarks for productive sources, extract the bookmarks, and save the resulting file as a clearly defined
sequence. They record only those links that prove productive for examining their topics as they sift through
the myriad of information. This results in a source file consisting of a unique organization of resources and a
permanent record for future reference. Documented tours serve as models for other researchers and promote a
positive atmosphere for collaborative and cooperative exploration and learning.
Summary
Learners with a dynamic need for information can find a plethora of resources through search engines on the
Web. But learners also have a need for a process which enables them to synthesize and organize that
information so that it is useful. Like programming an automatic assembly line driven by mechanical engines,
a human must be ready to make decisions about quality and quantity of information desired and act on those
decisions. The Three-Step Approach to Integrating Web Applications and Services provides proactive
procedures for students to search, sort, save, synthesize, create, and give back to an electronic community of
learners who continue to weave the Web.
References
Brown, J., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher 18 ,
32-42.
Compton’s interactive encyclopedia. (1995). Carlsbad, CA: Compton’s NewMedia
Resnick, L. B. (1987). Education and learning to think. Washington, DC: National Academy Press.
Ryder, R. J., & Hughes, T. (1997). Internet for educators. Columbus, OH: Prentice Hall.