Webquest

 A WebQuest is a simple, powerful learning method and an inquiry-based learning tool in which learner works with the information drawn from the web. According to the developer of WebQuest Dr. Bernie Dodge of San Diego State University, it is simply teaching on the web. But in longer definition he said, it is a constructivist lesson format that wrapped around a double interacting task. He also said that to create this lesson most material comes from the web, resources are pre-selected and often involves student taking on roles with higher level thinking.

                                                          Image: Web Quest's page

     The idea of creating WebQuest came in 1995 in Dr. Bernie Dodge and Tom March when they worked for pre-service teachers. It requires a student to go beyond the simple fact-finding. It is a powerful teaching method and a way to increase collaboration and critical thinking skills. The objectives of making WebQuest are-

1.      To help teachers integrate computer technology into curriculum learning areas.

2.       To encourage the student to achieve their best ability.

3.      Infer generalizations based on readings.

4.      Intellectual the general theme of a given unit of information.

5.      Identify, eloquent, explain and assess, or make counter arguments for a given idea.

There are two levels of WebQuest, they are:

1.      Short term WebQuest: It is designing for two or three class session. Here the goal is knowledge acquisition and integration.

2.      Long term WebQuest: Typically design for a couple of weeks where after completing the Quest the learners expected to have analyzed a concept deeply, change it in some way and established an understanding of the materials by constructing something that others can retort to, both on and off-line service.

There are five basic components of a WebQuest. They are:

1.    Introduction: In this section, the developer of the lesson sets the stage for the activity and try to catch the reader’s attention to draw him/her into the quest and also provides background information.

2.      Task: In this part, the lesson developer states what the students will be required to do and gives detail what products will be expected and the tools that are to be used to produce them.

3.  Process: In this part, learners are given step by step description or brief to how they will accomplish the task to learn something. In this part, the teacher or developer can give some links of websites to further explore that topic to help the learners. The developer can separate the resource part in other section.

4.  Evaluation: In this component, the teacher or developer displays a rubric to measure the product as objectively as possible and leave a little space for question and feedback. It makes teachers expectation clear to the students.

5.      Conclusion: In the last component, user summarizes the experience, allows demonstration about the process. Give ideas for thought as to where they can go with the information they have learned, using it in another situation.

     The design of WebQuest is helpful in locating items quickly, the relationship between screen activities and paper-based activities is clear and well organized. It is easy to learn how to direct so that the learner concentrate on learning. The learner can look back on to check and correct. There is a Web Quest maker named zunal.com by which the teacher can make his/her own web-based quest only by registration that is completely free and easy to use. 

Image: web page of zunal.com 

User-friendliness: 

It is an easy going user-friendly and useful application. It lets the teacher attach unlimited files and videos taken from YouTube and Google and also lets to share it via email, Facebook or Twitter. We can search and view Webquests as a guest and we can register for a free account. There are lots of Webquests already created and categorized by subject on this website. We can search easily a Webquest selecting the content area and grade level. Teachers can share other’s Webquest if the content is appropriate for his or her students because each of the quests has a public URL.

The WebQuest tool creates motivation because it creates interest to work more than traditional reading and note-taking. Without an instructor, the learner can use it and learn something. The links of websites on contents, videos, images, graphs, documentation provided by the developer help the learners to explore and know more information, think critically, analyze, evaluate and enhance their knowledge. The tutor feedback also creates interest for the learners.

Interaction: 

This tool is interactive because learners can interact with different sites on the internet. Beside this, proper guidelines and feedback also works as the interaction between the learner and the developer or teacher. WebQuest provides beginners with a structure to their learning that allows them to perform more skilled than they really are because here, they can see how experts go about their work. It allows students to produce their own work with the help needed from their teachers to succeed in these attempts. Teachers give them a specific task along with the link available on the internet that will help students acquire knowledge. Teachers guide students’ thoughts that develop students’ critical thinking. Its aim is to help students to acquire and transform knowledge using constructivist learning and high-level critical thinking in the classroom. Learners navigate the internet with a clear task in mind retrieves data from multiple resources and use them to produce a final product following the guidelines of teachers through a process and that is called scaffolding. Scaffolding positively affects student achievement positively. 

Scaffolding creates a temporary framework to support student performance beyond their capacities while completing a Webquest. Teachers can add file, images, and slides and can attach video link or textual link list that basically are the list of resources mainly from the Internet for learners to find relevant information for the completion of the assigned task.

Learning Outcome: 

The learning outcomes of WebQuest are many for learners. Learners feel that they have used their imagination and skills to explore something which increases their confidence level in education. Communication, group work, problem-solving ability, critical thinking are very important in today’s world and WebQuest is that way by which the learners work and understand these aspects. Exploring more links advance learners fill up their interest to get more knowledge by using this tool. On the other side, the learners who need special care get the opportunity to work with a guideline and they also feel that they are in a group. This project engenders a reality rather than fantasy. The most important thing is learners are motivated to learn and explore through technology which is necessary for this technologically based world.

Limitation: 

WebQuests are only one tool in a teacher's toolboxes. They are not appropriate for every learning goal. Despite the success of the WebQuest, there are a number of limitations.

 In particular, they are weak in teaching factual total recall, simple procedures, and definitions.

WebQuests also usually require good reading skills, so are not appropriate to the youngest classrooms or to students with language and reading difficulties without accommodations. One might ask an adult to assist with the reading or use screen-reading technologies. The other limitations are:

1.      Some learners have inadequate technological skill or knowledge. So, more time is needed to familiarize the learners especially the school learners with the concept and using systems of this tool.

2.      Though it is a formative activity, some of the learners cannot do it properly without tutor or classmates existence when the project has given to finish at home.

3.      Sometimes the links have provided in WebQuest do not work because of not updating the web page by the developer or some technical problem. So, the guidelines of the teacher connected to the web links do not work and the learners fall in a problem to finish their task.

4.      To create a high-quality WebQuest, teachers have to know the element of good Web Quest and also they have to have specific technological skills.

5.      Most of the WebQuests do not show the proper model of it and merely a worksheet with only URLs because there is no standard set for presenting a good WebQuest.

     The suggestion for the developer is to research on effect on WebQuest learners and teachers or makers who use it as a curriculum and set a standard format that will be easier both teachers and learners to make a good WebQuest. The knowledge for the proper implementation of WebQuest must be developed.

     WebQuest generates an interesting way for learners to overcome real problems in a focused way. In this age of technology, teachers should encourage learners to use this tool with proper and comprehensive guidelines.