Webquests

A Webquest is a scaffolded inquiry-based learning tool designed to encourage students to become responsible for their own learning. It involves providing students with a specified problem, the activities to support that problem, and links to information available on the web which the students should use to acquire knowledge in order to complete the task. The founders of Webquests Dodge & March explain that the primary attributes of an effective Webquest include providing an authentic task that promotes critical thinking skills to be used and developed (March, 2004).
Webquests consist of 6 essential parts. Concept to Classroom (2009) explain that the 'introduction' section provides background information and motivational scenarios like giving students roles to play. The introduction should hook in the students by being desirable and fun for students. The next part is the 'task' where students are given a formal description of the overall product they need to have accomplished. The 'process' element includes the steps in which students must take to accomplish these tasks. In this, should be embedded links to informative and relative websites. The 'resource' section of the Webquest consists of a list of the resources that your students will need to complete the task. Following this, is the 'evaluation' section where students are evaluated and assessed by using a rubric. At the beginning of a Webquest it is important that the Learning Manager sets a clear benchmark of what is required from the students Webquests. The Learning Manager should show students a range of low standard and high standard Webquests. Lastly is the 'conclusion' of the Webquest. This step allows for reflection by the students and summation by the teacher. Setting aside time for discussion of possible extensions and applications of the lesson honors the constructivist principle: "We learn by doing , but we learn even better by talking about what we did." During the concluding section of a WebQuest, you can encourage your students to suggest ways of doing things differently to improve the lesson.
Dodge (1997) explains that Webquests can be designed to fit within a short term frame or long term time frame however, either way are designed to make the best use of the learners time. The instructional goal of a short term Webquest should consist of approximately 1- 3 lessons and can be linked to Marzano & Pickering's Dimensions of Learnings (1997) of 'Acquiring and Integrating Knowledge' when students are presented with new information and have made meaning. Dimension 3 (1997) which discusses students extending and refining this learnt knowledge is linked to long term Webquests where students analyse information and demonstrated their learning's by creating something that others can respond to both on and off line. A typical time frame for a long term Webquest would take from around 1 week to 1 month for completion.

Concept to Classroom (2008). Retrieved 15 August 2009 from http://www.thirteen.org/edonline/concept2class/webquests/index_sub3.html

Marzano & Pickering (1997). Dimensions of Learning. Aurora, Colorado

Dodge. B (1997). Some thoughts about Webquests. Retrieved 15 August 2009 fromhttp://webquest.sdsu.edu/about_webquests.html

March, T. (2004).What WebQuests Are (Really). Retrieved August 15 2009 from
http://bestwebquests.com/what_webquests_are.asp