Complete Guide To WebQuestsWebQuest Examples & How To Use The Internet In Education
Updated August 26th, 2011
Bernie Dodge, professor at San Diego University, coined the term “WebQuest” in 1995 to describe an educational tool that teachers could use to allow students to analyze information and draw their own conclusions with information from the web. The Internet is a phenomenal source of information. In a WebQuest, the teacher has already compiled a list of websites that the student should use while completing the “Quest”. Following is a list of resources and WebQuest examples for educators and for people who want to know more about this modern Internet-based educational tool. WebQuest Overview
Teachers generally use Word, PowerPoint, or other such programs to facilitate the Quest. Students can then formulate their own theory about the information given to them or create a report on the studies they accomplished while completing the Quest. By researching the material prior to the students accessing it, the teacher can better direct the student in their studies. This also eliminates much time the student may spend “surfing the web” while looking for information on a subject. For more information on what WebQuests are and their benefit, read:
WebQuest ComponentsEducators agree that a WebQuest must have five key components to make it effective - these components are introduction, task, process, evaluation, and conclusion. 1) The first component is the introduction. It is used to engage students, to introduce them to the subject, to the WebQuest, and to the task that they are going to undertake. 2) The second component tells the student what the task will be. It will explain what he should be seeking to accomplish and how he will get to that concluding presentation. 3) While creating the process component, the teacher should outline specifically how the student should proceed with the WebQuest. The teacher will instruct the students as to which sites they will be using and how to use those resources. 4) In the evaluation component, the teacher should then tell the students how they would be evaluated for the project. If the students are expected to turn in a report or a PowerPoint, the teacher will tell them that in this section. 5) During the conclusion component, the teacher will tell the students what they should hope to accomplish while completing the WebQuest. Here are some additional resources that example these elements further:
WebQuest CreationSince the inception of the idea, there have been many WebQuests written and used by educators. Most of these are available on the Internet and can be searched easily by topic, grade level, and processes. However, many teachers prefer to create their own WebQuests, and there are many resources available for that purpose as well. Many templates are available online in which teachers can cut and paste their information into the assignment. There are many tools available to the teachers, as well, such as QuestGarden.com, in which the teacher is led in each area of constructing the WebQuest. What has certainly been shown is that a WebQuest can be created for virtually any student in any grade, and they have been proven to be effective teaching tools. The following sites are great resources for creating WebQuests of your own:
WebQuest EvaluationWhether a teacher creates his own WebQuest or searches for one on the Internet, it is best to do an evaluation to see that the WebQuest will fit the purpose intended. The most trusted evaluation rubric is presented by Bernie Dodge, the initial creator of the WebQuest. This template allows the teacher to score each part of the Quest with a number. The overall score should indicate whether or not the WebQuest would be effective with a particular class on a particular subject. The rubric scores on the basis of overall visual appeal, flow, and mechanics. It also scores each individual component of the Quest in several ways, a few of which are motivational effectiveness, cognitive level of the task, the clarity and richness of the process, the quality and relevance of the resources, and the clarity of the evaluation to the student. A teacher should always look at each of these things when deciding whether to use a particular Quest. You can find information these evaluation methods here:
WebQuest ExamplesThere are a myriad of WebQuests now available on the Internet. The ages range from kindergarten to college level students. The subjects can be as broad as “Ireland WebQuest,” or as specific as “Exponents and Scientific Notation.” Some very good WebQuest examples can be found as the sites listed below:
Please let me know about other quality WebQuest examples that would make a good additional to this list, or if you have any comments on using the Internet in education.
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A WebQuest can be as individualized for the students participating in the Quest as needed. Teachers have tools available to them to create their own WebQuests, or there are many Quests available on the Internet to which to direct their students.
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