How can teachers Be Creative with a WebQuest

WebQuests

You Can Be Creative No Matter What
Teachers can be creative no matter what by developing a WebQuest. A WebQuest is an inquiry-based lesson. I started creating WebQuests in 2003. I began with a literature-based WebQuest on the story The Giver by Lois Lowery. The WebQuest was used for an international literature project. Anyone can create a WebQuest. All you need is a topic, a dramatic task or quest you’re like your audience to follow and perhaps play different life or imaginary roles, and websites.

Scaffolded Learning
According to Tom March, a student of Bernie Dodge who first came up with the idea of the WebQuest, a quality WebQuest provides a scaffolded learning structure. The scaffolding structure uses links from the World Wide Web and an authentic task to motivate students’ investigation of an open-ended question, development of individual expertise, and participation in a group and transforms the newly acquired information into a more sophisticated understanding.

Team Learning

WebQuests are not just activities which utilize the Internet. They are more than that. Students must experience both individual and team learning. Students must produce an authentic end product that is creative and applicable to real life. WebQuests must be real, rich, and relevant. Students work in teams, learn to cooperate and collaborate as they not only access for information but also use the acquired information and expertise in a new way . This leads students to use their higher thinking skills for a deeper understanding and more independent learning. As a result they become responsible for their own learning. A quality WebQuest must be well organized and scaffolded so that it provides students with clear guidelines on what to do. In addition, it must have a thought provoking questions in the task that clearly lead to independent and critical higher order thinking.

Team work and collaboration should be incorporated in a WebQuest. Making decisions is an important aspect of team work. A quality WebQuest should clearly state in the process how the team members will be divided. Each team member has a role to which he is responsible. Team collaboration helps students learn how to share information and ideas and be responsible for their own learning.

Evaluation Rubric
A quality WebQuest must have an evaluation rubric for each stage not only for the end product. Students should present their work in a creative and interesting manner. They should be encouraged to use multimedia and other visual aids.

Finally, a good WebQuest should have a feedback questionnaire or a reflection page for students to add their feelings and comments not only at the end but throughout the project. I would add a working file journal to the WebQuest so that information could be documented. Feelings and ideas should be recorded at all times. This would add to the students’ learning experience.

Inquiry-based Learning
Inquiry-based learning presupposes that every child wants to learn and that asking questions is a natural means of getting information (Dede, 2000; Educational Broadcasting Corporation, 2004). However, students need to develop skills (Dilts & Epstein, 1995; Educational Broadcasting Corporation, 2004) so that they can cope with future situations and become lifelong learners. The inquiry-based approach to learning uses authentic situations by challenging students to view and solve real life problems (Gunter et al., 2003). Learning to use computer applications such as word processors, databases, spreadsheets, presentations, and webpage software helps students deal with information to solve problems. Trying to solve or resolve problems motivates learners and involves them in the learning process. Students learn to use higher order thinking and social skills necessary in today’s fast paced world.

The aim of inquiry-based learning is to emphasize learning as a lifelong process, which transforms the teacher from a provider of information to a facilitator, or coach. This facilitator, or coach, then guides students on a lifelong quest to learn about learning. Inquiry and problem-based learning are very similar to project-based learning (PBL) in that they also raise questions that require answers. Project based learning connects learning to the task. Technology offers an ideal environment to practice inquiry, problem, and project-based learning as students work in teams to enhance learning by making it meaningful. One example of inquiry, problem, and project-based learning task has been the WebQuest.

Instructional Inquiry-Based Program
A WebQuest engages students in an inquiry, problem-based learning activity that integrates teamwork, higher order thinking, and access to information on the Internet. There are short and long term programs to the WebQuest instruction model. Students are able to comprehend vast amounts of information within one to three class periods by working in groups through a series of activities. As a whole, WebQuest promotes time and task management skills while scaffolding the learning process. Students learn by classification, inducing, deducing, abstraction, and comparing. The WebQuest moves across other disciplines but requires a great deal of structure to prevent random surfing on the Internet.

Desired Outcomes of the WebQuest
WebQuests are designed to use learners’ time well, to focus on using rather than searching for information, and to support learners’ thinking at the levels of analysis, synthesis and evaluation  The two levels of WebQuest, short term and long term encourage learners to obtain information from the Internet. Both short and long term WebQuests are deliberately designed to make the best use of a learner’s time. WebQuests consist of an introduction, a process, a task, list of resources, a conclusion, an evaluation, and additional information such as student roles, teacher notes along with state, district, or local educational standards, lessons plans, student reflections, and student presentations.

Teachers may use WebQuests in the classroom: (a) as a collaborative activity in which students create a product, (b) to teach students how to be independent thinkers since most of the problems encountered in a WebQuest are real-world problems, (c) to teach critical and higher order thinking skills, (d) to increase competency in the use of technology, and (e) as a motivational techniques to keep students on task.

Active Learning
The Internet is bringing learning to more homes. Information about every conceivable topic is now readily available to the public. Information is no longer the monopoly of schools, teachers, libraries, or books. Because of integrated workforce technology and technology-rich environments at home, the educational focus on the Internet has turned from teacher teaching to student learning. The WebQuest model may affect the learning institution by creating a more meaningful online collaborative learning environment.

Authentic Learning
Authentic material involves teacher instruction and student performance. The WebQuest combines inquiry-based authentic material and performance-based tasks that require the use of Internet resources. This paper will examine the WebQuest as a research-based instructional tool, determine reasons for choosing the WebQuest, by stating the desired outcomes and implications for the learning institution and discuss the staff’s development and understanding regarding research in instructional decision making.

Internet as a Learning Tool
WebQuests integrate technology by requiring learners to search for information by accessing the Internet. Using the Internet as a learning tool is an unconventional way of learning, since the Internet challenges conventional textbooks and teachers as the sole providers of information. WebQuests are similar to online distance learning in that students can work independently. Students do not require assistance from the school or the teacher while performing a WebQuest. WebQuests are alternative forms of instruction that have implications for the learning institution.


Dr. Nellie Deutsch is an education technology and curriculum consultant, faculty at Atlantic University in the MA transpersonal and leadership studies, teacher trainer, researcher, and writer. She organizes Moodle MOOCs and online conferences. She earned her doctorate in education and educational leadership with a specialization in curriculum and instruction from the University of Phoenix Her dissertation research (available on ProQuest & Amazon) focused on instructor experiences with integrating technology in blended learning contexts in higher education around the world. Nellie offers free teacher training courses on teaching with technology, action research and Moodle for teacher courses to new, veteran, and future teachers who wish to teach online, face-to-face or in blended learning formats. She also provides online courses to teachers and ICT people on how to be administrators of Moodle websites. She integrates Moodle and WizIQ live virtual classes in all her courses.

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