A WebQuest is an inquiry-oriented activity where learners interact within a hypertext learning environment: the Internet. Students gather and analyze information and resources either independently or cooperatively with other learners on the topic being studied.  Student groups may be presented with a problem to solve, a scenario, or a topic to examine in depth. Work begins with every student examining some common background material(s). Students take on different  roles and become knowledgeable in that specific area.  Once students have carried out their research, they come back to their groups and collectively share and teach the other members of the group what they have learned.   The group then reflects on this material,and, together, completes a task that includes all roles and perspectives.
 
 

Short-term and Long-term WebQuests

The effective use of WebQuests to engage students in learning is dependent upon their design .  Bernie Dodge (1997) suggests that there are two types of WebQuests: short-term and long-term.

• Short-term: Frequently, sites are selected for students.  The focus is on knowledge acquisition where guidelines and suggested strategies are offered to the student as they search and discover individual understanding of the topic. Dodge suggests these WebQuests be one to three periods long.
• Long-term; More emphasis is placed on students to obtain information and analyze their findings on the topic and to make sense of it.  This may involve demonstrations or contributing to the knowledge already known about the topic.  Length of time suggested for this type of WebQuest is one week to a month.

The design of  WebQuests places the student within a hypertext learning environment as they undertake a constructivist learning activity.  WebQuests provide clear directions, yet allow a measure of  flexibility so that students can self-direct their research and discover information using the Web for what  it was initially intended.
 

Most WebQuests contain similar components that guide the activity:

• A clear introductory paragraph of the topic under investigation.
• Objectives of the activity needed to be listed.
•  Resources that will be needed.  This includes must read sites, related links and further readings.   These provide suggestions so students stay on task, but still offers flexibility, rather than rigidity, to search for meaning.
• A description of the entire process the students should go through in accomplishing the task.
• Guidance on how to organize the information acquired.
• A conclusion that brings closure to the Webquests.  This could include publishing the results of your work on the Internet in the form of Web pages. Others who view the site could provide feedback or comments that could enhance or alter the work.

• Educators must familiarize themselves with the online resources in the topic being studied.  A catalog of Web Sites for teachers of web sites is available.
• The next step is to organize one's knowledge of what's out there. Organize the resources in their discipline into categories like a searchable database, reference material, project ideas, etc.
• Scaffolds specific for the design of WebQuests can be found at  Webquests: A strategy for scaffolding higher level learning.
• Educators should then identify topics that fit in with their curriculum and for which there are appropriate materials on-line.  Templates are also available to get teachers started on the preparing of the WebQuest.

• San Diego State University WebQuest Page
• Examples of WebQuests:
• Some thoughts about WebQuests:

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