“A Webquest,” according to Bernie Dodge, the originator of the Webquest concept, ‘is an enquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. Webquests are designed to use the learner’s time well, to focus on using information rather than looking for it, and to support learners’ thinking at the level of analysis, synthesis, and evaluation.”

A Webquest gives students a task that allows them to use their imagination and problem-solving skills. The answers are not automatically found on the Internet and copied down: the students in the group must compile the information they have found to find a solution to the problem that they have been given to solve. Because links to relevant sites are embedded in the Webquest, learners are not wasting their time “surfing” the Net.

The Webquest Formula

A Webquest generally comprises 6 parts.

• The Introduction:  sets the stage, provides some background information and captures their interest.

• The Task:  describes the activity’s end product. The task should be doable and interesting. Students could be asked to do a variety of tasks such as journalistic, mystery, persuasion or judgement tasks, for example. The best topics are those which can be looked at from different perspectives, such as current affairs, and controversial social and environmental topics
• The Process: explains strategies students should use to complete the task and the roles they will assume. The process should be broken down into clearly defined steps.
• The Resources:  are the Websites students use to complete the task. Webquest designers need to find relevant sites for inclusion.
• The Evaluation: assesses the results of the activity. Assessment rubrics should be developed which assess achievement against stated criteria.
• The Conclusion: sums up the activity and encourages the students to reflect on its process and results and perhaps extend their experiences and knowledge into other areas.

Webquests are also usually undertaken by a small group of students. Each of the students takes on a different role (such as a scientist, reporter, detective) and they look at the given topic from these different perspectives.

Webquest are more exciting for the students if they have a special scenario to work within: for example, “you have been asked by the Prime Minister of Australia to investigate different ways of choosing a new Governor General and to then suggest the most suitable method.”

Click here to link to The Webquest Page - the definitive guide to Webquest creation.

Based on: 
Starr, Linda. “Creating a Webquest: It’s Easier Than You Think”. Education World. 2002
http://www.education-world.com/a_tech/tech011.shtml   (12 June 2003)

Dodge, Bernie. “Some thoughts about Webquests”. San Diego State University, 1997 http://edweb.sdsu.edu/courses/edtec596/about_webquests.html  (15 June 2003)  

Modified for use by Year 8/9 students.