WebQuests were first developed at San Diego State University back in 1995 by Bernie Dodge. Most websites currently out there dedicated to WebQuests (WebQuest.org, Questgarden etc.) have a slightly dated appearance, and my initial impressions of the WebQuest concept were that it was an outdated form of web research, something that today we do on a daily basis to find information. The fact that most of our learners are also digital natives with the means to internet search by merely speaking to their phone further compounded my thoughts on the subject.
However, after broadening my research into WebQuests and finding that they still appear well utilised on sites such as the teachingenglish.org and onestopenglish, I thought it worthwhile at least exploring the potential classroom benefits of such activities.
WebQuests differ from standard research-based tasks in that they are very structured and follow the original 1995 format. The resources that students need to access are given in the task instructions, meaning that it is a controlled project. Whereas I initially saw this as stifling initiative in learner research skills, I realised that some learners (particularly those with a lower language ability) could benefit greatly from this structure. Not only does the step by step format ensure that they are guided the process, but the listing of resources means that they are not distracted or in danger of misinterpreting the task, which could act as a huge confidence boost for those who are perhaps undertaking a research-based project for the first time. Dodge himself states that the scaffolding provided by the WebQuest model empowers learners to "act more skilled than they really are" (2001, p58). Also, the way that team roles are assigned early in the process, and the instruction to distribute work evenly means that they are focused on the task and acquiring research skills without the pressure of having to take the lead in figuring the logistics out for themselves. On the other hand, in Abbitt and Ophus' study into the impacts of WebQuests on learner outcomes, they assert that compared with other activities, they appear to have little advantage for learners aside from the positive practice of collaborative working (2008). This again, may be due to the dated nature of the model, and is an importance pedagogical consideration to make ahead of implementing WebQuests into your lessons.
However, after broadening my research into WebQuests and finding that they still appear well utilised on sites such as the teachingenglish.org and onestopenglish, I thought it worthwhile at least exploring the potential classroom benefits of such activities.
WebQuests differ from standard research-based tasks in that they are very structured and follow the original 1995 format. The resources that students need to access are given in the task instructions, meaning that it is a controlled project. Whereas I initially saw this as stifling initiative in learner research skills, I realised that some learners (particularly those with a lower language ability) could benefit greatly from this structure. Not only does the step by step format ensure that they are guided the process, but the listing of resources means that they are not distracted or in danger of misinterpreting the task, which could act as a huge confidence boost for those who are perhaps undertaking a research-based project for the first time. Dodge himself states that the scaffolding provided by the WebQuest model empowers learners to "act more skilled than they really are" (2001, p58). Also, the way that team roles are assigned early in the process, and the instruction to distribute work evenly means that they are focused on the task and acquiring research skills without the pressure of having to take the lead in figuring the logistics out for themselves. On the other hand, in Abbitt and Ophus' study into the impacts of WebQuests on learner outcomes, they assert that compared with other activities, they appear to have little advantage for learners aside from the positive practice of collaborative working (2008). This again, may be due to the dated nature of the model, and is an importance pedagogical consideration to make ahead of implementing WebQuests into your lessons.
Personally, I still feel that the WebQuest format is very text-heavy, especially for an online activity where we are used to aesthetically pleasing visuals (compare it to Storybird, for example!) Although the creator can add pictures to soften this, it’s still very much an instruction-based format. In terms of audience, I feel that this would be useful for lower level learners who require structure and guidance. For more advanced learners I don't think it would encourage creativity, and may result in a lack of engagement when compared to the more exciting and innovative online resources available to them, and their advanced research abilities.
With that in mind, I created a WebQuest for pre-intermediate learners, researching De Montfort University for a campus tour task. It was a good task to use authentic materials in a real life scenario that is meaningful for the student, while not pushing them too far in terms of expectations. This could be used in class or as a homework task, although without teacher supervision there is the risk of learners deviating from the given resources. Let me know your thoughts on my WebQuest activity, and on the WebQuest model in general.
Abbitt, J., & Ophus, J. (2008). What we know about the impacts of WebQuests: a review of research. AACE Journal, 16(4), pp441-456.
Dodge, B (2001), Five rules for writing a great WebQuest. Learning and Leading with Technology. 28(8), pp6-58.
With that in mind, I created a WebQuest for pre-intermediate learners, researching De Montfort University for a campus tour task. It was a good task to use authentic materials in a real life scenario that is meaningful for the student, while not pushing them too far in terms of expectations. This could be used in class or as a homework task, although without teacher supervision there is the risk of learners deviating from the given resources. Let me know your thoughts on my WebQuest activity, and on the WebQuest model in general.
Abbitt, J., & Ophus, J. (2008). What we know about the impacts of WebQuests: a review of research. AACE Journal, 16(4), pp441-456.
Dodge, B (2001), Five rules for writing a great WebQuest. Learning and Leading with Technology. 28(8), pp6-58.