WebQuest

A WebQuest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web. These can be created using various programs, including a simple word processing document that includes links to websites.

Distinguishing Characteristics

A WebQuest is distinguished from other Internet-based research by three characteristics. First, it is classroom-based. Second, it emphasizes higher-order thinking (such as analysis, creativity or criticism) rather than just acquiring information.. And third, the teacher preselects the sources, emphasizing information use rather than information gathering. Finally, though solo WebQuests are not unknown, most WebQuests are group-work with the task frequently being split into roles.

Structure

A WebQuest has 6 essential parts: introduction, task, process, resources, evaluation, and conclusion. The original paper on WebQuests had a component called guidance instead of evaluation.

Introduction

The introduction provides background information and gives meaning to the exercise. The introduction should have a motivational component to excite the students.

Task

The task is the formal description of what the students will produce in the WebQuest. The task should be beautiful, meaningful, and fun. Creating the task is the most difficult and creative part of developing a WebQuest.

Process

The steps the students should take to accomplish the task. It is frequently profitable to reinforce the written process with some demonstrations.

Resources

The resources the students should use. Providing these helps focus the exercise on processing information rather than just locating it. Though the instructor may search for the online resources as a separate step, it is good to incorporate them as links within the process section where they will be needed rather than just including them as a long list elsewhere. Having off-line resources like visiting lecturers and sculptures can contribute greatly to the interest of the students.

Evaluation

The way in which the students' performance will be evaluated. The standards should be fair, clear, consistent, and specific to the tasks set.

Conclusion

Time set aside for reflection and discussion of possible extensions.

Use in Education

Teachers use WebQuests to:

• Keep students on-task while online. (Student activities are organized by the WebQuest and they can stay focused on using information rather than finding it.)

• Extend students' thinking to the higher levels of Bloom’s taxonomy; analysis, synthesis and evaluation.

• Support critical thinking and problem solving through authentic assessment, cooperative learning, scaffolding and technology integration.

• Introduce a unit, conclude a unit, or provide a culmination activity.

• Foster cooperative learning through collaborative activities with a group project

• Encourage independent thinking and to motivate students

• Enhance students’ technological competencies.

• Differentiate instruction by providing multiple final product choices and multiple resource websites. Multiple websites as reading content allow students to to use the resource that works best for their level of understanding.

• Encourage accountability Specific task guidelines and/or rubrics are provided from the beginning of the WebQuest project, so that all students are aware of exactly what is expected of them

• Enhance the development of transferable skills and help students to bridge the gap between school and "real world" experiences.

• Provide a situation in which students acquire information, debate issues, participate in meaningful discussions, engage in role play simulations and solve problems

• Encourage students to become connected and involved learners.

• Move themselves into the role of coach and adviser rather than the sole source of information.

Limitations of WebQuests

WebQuests are only one tool in a teacher's toolbox. They are not appropriate to every learning goal. In particular they are weak in teaching factual recall, simple procedures, and definitions.

WebQuests also usually require good reading skills, so are not appropriate to the youngest classrooms or to students with language and reading difficulties without special design and effort (for example, bringing in adults to read the screens out loud.)

How WebQuests Are Developed

Learners typically complete WebQuests as cooperative groups. Each learner within a group can be given a "role," or specific area to research. WebQuests may take the form of role-playing scenarios, where students take on the personas of professional researchers or historical figures.

A teacher can search for WebQuests on a particular topic or they can develop their own using a web editor like Microsoft FrontPage or DreamWeaver. This tool allows learners to complete various tasks using other Cognitive tools (e.g. Inspiration, MS Word, PowerPoint, Access, Excel, and Publisher). With the focus of education increasingly being turned to differentiated instruction, teachers are using WebQuests more frequently. WebQuests also help to address the different learning styles of each students. The number of activities associated with a WebQuest can reach almost any student.

WebQuests may be created by anyone; typically they are developed by educators. The first part of a WebQuest is the introduction. This describes the WebQuest and gives the purpose of the activity. The next part describes what students will do. Then is a list of what to do and how to do it. There is usually a list of links to follow to complete the activity.

Finally, WebQuests do not have to be developed as a true web site. They may be developed and implemented using lower threshold (less demanding) technologies, (e.g. they may be saved as a word document on a local computer).

Many Webquests are being developed by college students across the United States as a requirement for their K-12 Planning e-portfolio.

Developments in WebQuest Methodologies

The WebQuest methodology has been transferred to language learning in the 3D virtual world Second Life to create a more immersive and interactive experience.

Tools

WebQuest can be created using common word processing software such as NotePad, Microsoft Word and Open Office as well as HI with web editing software such as Dreamweaver and FrontPage. Webquest templates allow educators to get a jump start on the development of WebQuest by providing a pre-designed format which generally can be easily edited. Templates are characterized by frame-type: Framed or Unframed and by the placement of the navigation bar: Top Navigation, Bottom Navigation, Left Navigation, and Right Navigation. There are also open source platforms like OpenWebQuest providing teachers the chance to create and share online webquest activities simply and quickly.

References

• Dodge, B. (1995a). Some thoughts about Webquests. retrieved November 16, 2007 from http://webquest.sdsu.edu/about_webquests.html
• Dodge, B. (1995b). WebQuests: A technique for Internet-based learning. Distance Educator, 1(2), 10-13.

External links

• WebQuest.org, Bernie Dodge's WebQuest site.
• OpenWebQuest platform, Create and Share Webquests the open way with OpenWebQuest
• Webquest.gr, Teachers GR webquest site.
• Questgarden.com, QuestGarden, by Bernie Dodge
• Best WebQuests.com, Tom March's WebQuest site.
• Create a WebQuest
• [1], education search engine.
• http://school.discoveryeducation.com/schrockguide/webquest/webquest.html Discovery School website
• http://www.edutic.ua.es Online Webquest Generator. Developed by University of Alicante
• | www.eduscapes.com
• |www.aacps.org
• www.Zunal.Com, Zunal Free WebQuest Application and Hosting, by Zafer Unal, Ph.D.
• Webquest.es, Free WebQuest Application and Hosting with drupal, by Silvia Martinez.