WebQuest is an inquiry-oriented activity in which learners construct knowledge through interacting with, evaluating, and connecting diverse, and sometimes contradictory, resources on the Internet in order to form new insights that they share in a tangible form intended to make a difference in the world.

Creating WebQuests: Technologically, creating a WebQuest can be very simple. As long as you can create a document with hyperlinks, you can create a WebQuest. That means that a WebQuest can be created in Word®, PowerPoint®, Blog, and even Flash®! However, there are many free Web editors that you can download and use, or even the 30-day free trial of DreamWeaver as good Web editor with tutorial and help menus to teach yourself how to use it. If you’re going to call it a WebQuest, though, be sure that it has all the critical attributes listed below. A real WebQuest….

  • is wrapped around a doable and interesting task that is ideally what responsible citizens do to create a more just world.
  • requires higher level thinking, not simply summarizing. This includes synthesis, analysis, problem-solving, creativity and judgment.
  • makes good use of the Web. A WebQuest that isn’t based on real resources from the Web is probably just a traditional lesson in disguise. (Of course, books and other media can be used within a WebQuest, but if the Web isn’t integral to the inquiry activity, it’s not a WebQuest.)
  • is NOT a simply distillation of information, nor a presentation of what already exists.
  • is NOT just a series of Web-based experiences. Having learners go look at this page, then go play this game, then go here and turn your name into hieroglyphs doesn’t require higher level critical and creative thinking skills and so, by definition, isn’t a WebQuest.

(adapted from WebQuest.org)

Learner Interactions: Your WebQuest should include ways for students to interact with each other and the content, and possibly with another class or invited guests. The following resources can help to incorporate for learner interaction as process scaffolding, which is an important aspect of constructivist pedagogy.

Your WebQuest must includes the following components:

  1. Introduction: An introduction that is written with the student as the intended audience. It is usually a short paragraph, a hook, a motivational overview that introduces the activity or lesson to the students. If there is a role or scenario involved, then here is where you’ll set the stage. It is also in this section that you’ll communicate the Big Question (Essential Question, Guiding Question) that the whole WebQuest is centered around.
  2. Tasks: Describe crisply and clearly what the end result of the learners’ activities will be. If the final product involves using some tool (e.g., video, collaborative works, other Web 2.0 tools), mention it here. However, don’t list the steps that students will go through to get to the end point. That belongs in the Process section. (Learn more)
  3. Process: In this section, describe what are the steps the learners will go through to accomplish the task. Use the numbered list format in your web editor to automatically number the steps in the procedure. Describing this section well will help other teachers to see how your lesson flows and how they might adapt it for their own use, so the more detail and care you put into this, the better. Remember that this whole document is addressed to the student, however, so describe the steps using the second person. (Learn more)
  4. Evaluation: In this section, create a grading rubric and describe to the learners how their performance will be evaluated. Specify whether there will be a common grade for group work vs. individual grades. (Learn more)
  5. Conclusion: It is where you put a couple of sentences that summarize what the students will have accomplished or learned by completing this activity or lesson. You might also include some rhetorical questions or additional links to encourage them to extend their thinking into other content beyond this lesson.
  6. Teacher’s page: In this section, you will be addressing to the teachers. Begin with something that describes the origin of the lesson. In the second paragraph, describe briefly what the lesson is about. You will also describe the the grade level and course that the lesson is designed to cover, the curriculum standards this lesson meets, resource/technology needed, evaluation criteria, and how the lesson is organized. Does it involve more than one class? Is it all taught in one period per day, or is it part of several periods? How many days or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or what? Remember, the audience for this document is other teachers, not students. (Learn more) (view standards at SAS by Pennsylvania Department of Education)
  7. Credits and references: List here the sources of any images, music or text that you’re using. Provide links back to the original source. Say thanks to anyone who provided resources or help. List any books and other analog media that you used as information sources as well.
  8. Contact: Your Name and E-mail Address.

Resources to develop tasks, build reception, transformation, and production scaffolds.

Free programs to build your WebQuest:

References:

  • Five Rules for Writing a Great WebQuest by Bernie Dodge published in Learning and Leading with Technology (May 2001) is very helpful in understanding the conceptual basis of WebQuests.
  • Keifer-Boyd, K., Amburgy, P., & Knight, W. (2003). Three Approaches to Teaching Visual Culture in K-12 School Contexts. Journal of Art Education, 56(2), 44-51.
  • Some Thoughts About WebQuests by Bernie Dodge (1995-1997, San Diego State University)
  • Kundu, R., & Bain, C. (2006). Webquests: Utilizing Technology in a Constructivist Manner to Facilitate Meaningful Preservice Learning. Art Education, 59(2), 6-11.
  • March, T. (2003). The Learning power of WebQuests. Educational Leadership, 61(4), 42-47.Piercy, E. C. (2004). Using WebQuests to promote active learning. The Journal of Continuing Education in Nursing, 35(5), 200-201.
  • Leer, J. V. (2003). Teaching information and technology literacy through student-created WebQuests. MultiMedia Schools, 10(2), 42-45.
  • MacGregor, S. K., & Lou, Y. (2004). Web-based learning: How task scaffolding and web site design support knowledge acquisition. Journal of Research on Technology in Education, 37(2), 161-175.