Webquests are probably the most talked-about and widely used Web-based
activities in today’s classroom. It is a classroom-based lesson in which most
or all of the information that students explore and evaluate comes from the World
Wide Web. These can be created using various programs, including a simple word
processing document that includes links to websites. Webquests can be
teacher-made or learner-made, depending on the learning activity the teacher
decides to. Webquests are designed to use learners’ time well, to focus on
using information rather than on looking for it, and to support learners’
thinking at the levels of analysis, synthesis and evaluation.
Beyond that, Webquests:
·
can be short as a single class period or as long as a month-long unit;
·
usually involve group work, with division of labor among students who
take on specific roles or perspectives;
·
are built around resources that are preselected by the teacher. Students
spend their time using information, not looking for it.
A webquest is an inquiry-based activity where students are given a task
and provided with access to on-line resources to help them complete the task.
It is an ideal way to deliver a lesson over the web. Webquests are discovery
learning tools; they are used to either begin or finish a unit of study. A
strong webquest is designed for students to work independently, allowing the
teacher to be a facilitator in students’ learning rather than the sole
dispenser of knowledge.
A webquest has six essential parts: introduction, task, process,
resources, evaluation and conclusion.
Introduction:
The introduction part is normally used to introduce the overall theme of
the webquest. It involves giving background information on the topic and in the
language learning context, often introduces key vocabulary and concepts which
learners will need to understand in order to complete the tasks involved.
Task:
The task section of the webquest explains clearly and precisely what the
learners will have to do as they work their way through the webquest. The task
should obviously be highly motivating and interesting for the learners. This
often involves the learners in a certain amount of role-play within a given
scenario.
Process:
The process part of a webquest guides the learners through a set of
activities and research tasks, using a set of predefined resources. The process
stage of the webquest will usually have one ‘products’ which the learners are
expected to present at the end.
Resources:
Students are provided with tools, or leads to tools that can help them
complete the task. In order for this to be valuable, a teacher must thoroughly
review each source.
Evaluation:
The evaluation stage can involve learners in self-evaluation, comparing
and contrasting what they have produced with other learners and giving feedback
on what they feel they have learnt, achieved, etc. It will also involve teacher
evaluation of the same, and good webquests will give guidance to the teacher
for this particular part of the process.
Conclusion:
People must be aware of what they have learned from the activity. They
should have a final piece of work to present to the class or display on the
wall. Space should be allowed to expand the topic and encourage pupils to use
webquests for future pieces of work.
Webquests can be a versatile tool for teaching students. They can be used
to introduce new knowledge, to deepen knowledge, or allow students to test
hypotheses as part of a final interaction with knowledge. There are many
compelling reasons for using webquests in the classroom, including:
v
They can be used simply as a linguistic tool, but can also be interdisciplinary,
allowing for crossover into other departments and subject areas.
v
They are an easy way for teachers to begin to incorporate the internate
into the language classroom, on both a short-term and long term basis.
v
They are group activities and as a result tend to lend themselves to communication
and the sharing of knowledge.
v
They encourage critical thinking skills including: comparing, inducing,
deducing, abstraction analysis perspectives etc.
v
They can both motivating and authentic tasks and encourage learners to
view the activities they are doing as something real or useful. This inevitable
leads to more effort, greater concentration and a real interest in task
achievement.
The End
