A Web Quest is a teacher-led method of learning in which students are given the option to obtain information from the Internet. To put it another way, Web Quest is a research and inquiry-based learning tool that promotes critical thinking as well as collaborative learning.
It is a popular but potentially harmful activity to advise students to undertake an internet search. This is because there are countless sources available on the internet, and the teacher has no control over the authority of the sites that pupils use.
Because the things utilised in the Web Quest are chosen by the instructor, students are able to participate in critical and consistent web activity, making the Web Quest an exceptionally beneficial tool from this standpoint.
What is a web quest?
WebQuests are interactive online lessons created by teachers expressly for their students’ classrooms. This innovative teaching method allows teachers to motivate their students to approach their schoolwork with enthusiasm and dedication. Students can now devote the same amount of time and effort to analyzing material as they did previously to finding sources. All of the research for a Web Quest is done online, and it is the instructor’s obligation to provide links to the specified reading materials.
Rather than performing research sequentially, a WebQuest will immerse the learner in the shoes of someone who has firsthand expertise with the subject area under examination. A pupil, for example, could take on the role of an Ancient Egyptian, a member of a long-vanished tribe, or even an astronaut. Because the instructor is the one who supplies the prerequisite content required for students to successfully complete the course, everything is left up to his or her discretion.
Benefits of Using WebQuests
Why should you bother participating in WebQuests? There are three key benefits to implementing a Web Quest into your classroom.
The use of WebQuests encourages collaboration. Students must collaborate in small groups and take turns shouldering the responsibility for finishing the assignment. Students are taught conflict resolution techniques as well as critical thinking skills, which is currently a main goal of state standards being introduced in public schools across the United States.
WebQuests can take many different formats. This instrument can be used for a variety of purposes, including review, summative evaluation, and exploratory activities. Students enhance their technological skills and become more motivated to complete the prescribed task. Because the online connections and content utilized in WebQuests have previously been validated, it is no longer necessary to pre-teach some skills.
Using WebQuests, you can easily differentiate the learning experience for various pupils. As inclusive classrooms become the norm, the instructor may discover that their class is made up of individuals with varied degrees of exceptionality. It is possible to modify WebQuests such that some students simply have to complete easy activities while others are assigned more difficult tasks.
Building A Web Quest
Introduction
The teacher uses a brief paragraph to try to attract the interest of the students in the same way that an author could write a delectable beginning to captivate the readers of their work. This is where they will outline the Guiding Question, also known as the Essential Question or the Big Question, and which will serve to guide the WebQuest’s journey. One strategy for stimulating students’ interest and attracting them into the content being taught is to create a situation for them to solve, which then draws them into the lesson being taught. For example, the teacher could begin by setting the scene by saying that the pupils have now taken on the role of private investigators entrusted with discovering the author of the intriguing and alluring poetry.
Task
The ultimate educational goal of the students, which they are working towards in the form of a task, is stated here. Following the first segment, in which the instructor piques the students’ attention, they are given an overview of the assignment, which is the performance that will guide the remainder of the learning journey. It is critical that the instructor clearly outlines the prerequisites for completing the activities. It is impossible for a student to succeed if they do not have a clear picture of the conclusion they want.
Process
The procedures that students must do in order to finish the Web Quest are detailed in this section. In order to reply effectively to the Guiding Question, learners must perform online research using the resources provided by the teacher. This means that the procedure must include extensive explanations, steps, and directions on how to use the appropriate instruments in order for them to perform the task successfully. If the instructor does not additionally provide guidance on how students should organize their research, the students will fail to complete this phase.
Evaluation
When the students arrive at the evaluation section, there should be no surprises because the instructor should have described the job requirements very precisely in section two. Before class begins, the instructor will have created a rubric or set of standards that will be used to evaluate each student’s performance. Students must understand whether their grade is based on group or individual performance, as well as what criteria must be completed in order to indicate that they have met the standards. Both the student and the teacher should be informed of the next steps that must be taken to achieve the learning objective. Learning gaps should be explicitly described, and both parties should be aware of the processes involved.
Final Part
The Web Quest concludes with a conclusion that allows both the instructor and the students to reflect on their experiences. They can reflect on the facts they’ve gathered during the process and provide a succinct explanation of what they’ve discovered. It is possible to extend the activity by asking more questions, but a simpler method would be to encourage participants to make connections between it and other ideas.
Section for the Instructor
The teacher’s goal in establishing a structure between the student and the internet in the form of a Web Quest is to allow the student to focus on the subject at hand rather than spending time searching for information on the internet. The instructor’s task will thus be to organize the work ahead of time, picking the websites that are most relevant for the project, and structuring the delivery in a clear and full manner.
Simultaneously, the instructor assumes the position of mediator of the students’ engagement and learning processes, and must intervene to foster dialogue and confrontation in the event of deadlock or loss of motivation. Furthermore, the teacher is accountable for encouraging the students’ learning.
Making WebQuests and sharing them with others
- Sign In!
- Make it into a Web Quest.
- Others should be able to access your WebQuest’s URL.
To sum up
The teacher has the option of contributing additional information relevant to the lesson at the end of the Web Quest, which can help other educators carry out the same activity. This category could include rubrics, potential learning goals, student work, and challenges that developed during the learning experience.
