The study aimed to get insight into the class in which teachers employed WebQuest to teach special education students in the Special Education High School. The focus of this study were to identify the barriers of combining WebQuest and Community Life Curriculum in one class, explore the solutions to the problems found in the “ WebQuest classroom”, and investigate student performance and feedback. Simultaneously, the researcher made an attempt to understand student learning attitudes and outcomes after they experienced how to use WebQuest in class. Furthermore, the specific suggestions about how to apply WebQuest in the classroom and the related measures are provided for the current teachers.
Through observations, interviews, questionnaires, teacher reflection, worksheets, etc., the researcher collected data from the teaching activities and websites designed by the researcher herself. The collected data were organized and then analyzed carefully.
The findings of the study are as follows:
First, time concern, fluency of the Network system, student language proficiency as well as information literacy, and student cooperative skills were the crucial factors that affected the application of WebQuest in the classroom.
Second, teaching WebQuest could positively reinforce special education students’ learning motivation and help them study more effectively. In this manner, fulfillment and satisfaction for students came spontaneously with the application of the WebQuest.
Third, student reading proficiency, information literacy, and prior knowledge all influenced their learning. When encountering problems, the most common way for students to solve their problems was to ask for teacher’s help.
The researcher recommends that Fourth, teachers who intend to integrate the WebQuest websites into teaching need to think over what kind of teaching material, teaching strategy, difficulty level, technology, and information best suit special education students.