Unit II: Process

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Unit II: Process

WebQuest are different than other web-based activities because their task require higher-order thinking. The task engages the learner in either synthesis, problem-solving, or analysis. Another useful benefit of a WebQuest is that the resources are pre-selected and evaluated for students. This eliminates students accessing websites that are inappropriate and spending time on the web searching for the resources for their task. WebQuests provides teachers with a structured environment where techonology can be integrated into the classroom.


A successful WebQuest should have the following six components:

  • The Introduction provides the learner with background information. This section could also creates or describes a scene and can assign roles to the students. It also provides an overview of what the goals are in the assignment.
  • The Task describes the activity that the learner will accomplish by the end of the assignment. The task is the most important part of the process. Choosing the question or what the learner is suppose to research is a difficult and creative decision. The task should be interesting and also attainable. Students can be asked to create a multimedia project to show the results of their research. Teachers can show an example of a finished project to students so they can see what the results of a WebQuest would look like.
  • The Information Sources are the pre-determined websites selected for the learner to complete the task. The learner is not left on their own to search on the Web for resources, time is not wasted nor is the learner given the opportunity to come across inappropriate web sites. Many (though not necessarily all) of the resources are embedded in the WebQuest document itself as anchors pointing to information on the World Wide Web [3]. Some of the resources may include searchable databases, online journals or articles, organizations or other documents. Create a list of current, kid-friendly and age-appropriate sites that will engage your students.
  • The Process is the strategies the students will use to complete the task. The process should be defined step-by-step and clearly described. This also includes the role each student will have and the steps they need to take in order to complete their role.
  • The Evaluation measures the results of the activity. The evaluation describes to the students how their performance will be evaluated, and is often in the form of a scoring rubric. Individual rubrics that are easy for students to read and follow curriculum objectives should be developed. Bernie Dodge developed a [Rubric for WebQuest] that you can use.
  • The Conclusion brings closure to the activity and encourages students to reflect on what they have learned. The conclusion summarizes the major concepts and points learned by each of the students and provide ideas for continued research on the topic.

Back to Creating a WebQuest to Teach Pet Emergency Preparedness

Move on to Unit III: Characteristics of Effective WebQuest Design