wEBQUEST

1. Patricia marie e. tabago
iii-a bsite

2. DEFINITION
A WebQuest is an inquiry-oriented
lesson format in which most or all the
information that learners work with
comes from the web. These can be
created using various programs,
including a simple word processing
document that includes links to
websites.

3. Distinguishing characteristics
• First, it is classroom-based.
• Second, it emphasizes higher-order thinking
(such as analysis, creativity, or criticism) rather
than just acquiring information.
• And third, the teacher preselects the sources,
emphasizing information use rather than
information gathering.
• Finally, though solo WebQuests are not
unknown, most WebQuests are group work with
the task frequently being split into roles.

4. five Essential Parts of
Webquest
• Task
The task is the formal description of what the
students will produce in the WebQuest. The task
should be beautiful(?), meaningful, and fun. Creating
the task is the most difficult and creative part of
developing a WebQuest.
• Process
The steps the students should take to accomplish
the task. It is frequently profitable to reinforce the
written process with some demonstrations.

5. • Resources
The resources the students should use. Providing
these helps focus the exercise on processing
information rather than just locating it. Having offline resources like visiting lecturers and sculptures
can contribute greatly to the interest of the
students.
• Evaluation
The way in which the students' performance will be
evaluated. The standards should be fair, clear,
consistent, and specific to the tasks set
Conclusion
Time set aside for reflection and discussion of
possible extensions.

6. Teachers use WebQuests to:
• Keep students on-task while online. (Student activities are
organized by the WebQuest and they can stay focused on
using information rather than finding it.)
• Extend students' thinking to the higher levels of Bloom's
Taxonomy; analysis, synthesis, and evaluation.
• Support critical thinking and problem solving through
authentic assessment, cooperative learning, scaffolding,
and technology integration.
• Introduce a unit, conclude a unit, or provide a culmination
activity.
• Foster cooperative learning through collaborative activities
with a group project.
• Encourage independent thinking and to motivate students.

7. • Enhance students’ technological competencies.
• Differentiate instruction by providing multiple
final product choices and multiple resource
websites. Using multiple websites as reading
content allows students to use the resource
that works best for their level of understanding.
• Encourage accountability Specific task
guidelines and/or rubrics are provided from the
beginning of the WebQuest project, so that all
students are aware of exactly what is expected
of them
• Enhance the development of transferable skills
and help students to bridge the gap between
school and "real world" experiences.

8. Limitations of WebQuests
• WebQuests are only one tool in a teacher's
toolbox. They are not appropriate to every
learning goal. In particular, they are weak in
teaching factual 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 special design and
effort (for example, bringing in adults to read the
screens out loud.)