Students' inquiry learning in the web 2.0 age

Jacky W C POW, Sandy S C LI, Alex C.W. Fung

Research output: Chapter in book/report/conference proceedingConference proceedingpeer-review

4 Citations (Scopus)


The information proliferation in the Web 2.0 age has led to several emerging issues, namely, the authenticity of information, disorientation, and information searching and citation issues in the academic field. Students often find themselves in a difficult situation when they are doing Web-based inquiry learning when the usefulness and truthfulness of the Web information are doubtful. Based on the study of pre-reading activity and Web searching behaviour of Lawless, Schrader, and Mayall (2007), and the Web information evaluation work of Eagleton and Dobler (2007), this paper proposes a guiding framework to help students determine the usefulness and truthfulness of information in their inquiry process. This framework also provides guidance on how to store and cite Web 2.0 information. However, the effectiveness of the guiding framework has not been empirically tested and further study regarding its applicability is called upon.

Original languageEnglish
Title of host publicationEvolution of Information Technology in Educational Management
EditorsArthur Tatnall, Adrie Visscher, Andrew Finegan, Christopher O'Mahony
PublisherSpringer Boston
Number of pages10
ISBN (Electronic)9780387938479
ISBN (Print)9780387938455
Publication statusPublished - 2 Feb 2009

Publication series

NameIFIP International Federation for Information Processing
ISSN (Print)1571-5736

Scopus Subject Areas

  • Information Systems and Management

User-Defined Keywords

  • Guidance framework
  • Inquiry Learning
  • Web 2.0


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