WebQuest

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The term WebQuest ("quest" = search) stands for tasks that are to be processed with the help of information from the Internet. This means that WebQuests does not focus on teaching Internet skills. Rather, it is about using the information and materials that the Internet offers and the possibilities for processing digital information that are opened up by computers for problem- and action-oriented learning.

With this method, developed in the USA, after an introduction to a real problem, students are given a task that they work on in groups with the help of given authentic information sources. These sources are primarily accessible from the Internet and are called up there. However, other material such. B. from books or magazines. In contrast to traditional frontal teaching, the focus here is on the independent work of the learner, which should lead to the independent construction of knowledge.

origin

The WebQuest method was developed in 1995 by Bernie Dodge at San Diego University.

method

At its core, a WebQuest is about solving a task using a clearly defined methodological framework that is recorded on a website created by the lecturer, the WebQuest document. This framework serves as an orientation for the students and at the same time outlines the rough course of a WebQuest. It should contain at least the following six elements:

  • Introduction: At the beginning the learners are introduced to a topic. A concrete problem situation that is authentic for the students is recommended here, which can be presented using videos, sketches or a short story, for example, and which ideally motivates the learners to devote themselves to the topic out of their own interest.
  • Task: The task is the didactically central element of a WebQuest. The task is always understood more than the naming of a topic. An elaborated WebQuest includes a description of a starting situation that is as authentic as possible, from which questions and, above all, the problem to be dealt with arise. The complexity of the task depends on the topic, but above all on the target group. It is possible to discuss the task with the class and, if necessary, to change or add to it. When formulating the task, however, care must be taken to ensure that it cannot be solved simply by simply "copy & paste" (copying and pasting) the information found.
  • Materials: To work on the task, the students are provided with a preselection of Internet resources in the form of specific hyperlinks. However, this only serves as an orientation aid, since the learners should also develop their own research activities and include the sources obtained in their processing. For Moser, who modified the American WebQuest method in some points, the Internet is not the only medium for obtaining information. In addition to the Internet, specialist books and encyclopedias can and should be used as sources as well as newspaper articles or CD-ROMs. It is also possible to obtain expert information by email.
  • Work process: A subsequent process description should provide the learners with assistance with regard to work organization. Here suggestions are made for the individual work steps, the division of the overall task into individual subtasks or basic rules that must be observed when working in groups.
  • Presentation: All groups should present their solutions to the class in an appropriate form (e.g. as a website or PowerPoint presentation). Therefore, the description of the work phase is followed by information on the form of presentation desired by the teacher. For Moser, this phase is much more central than in the majority of American WebQuests. According to Moser, a so-called learning spiral is set in motion here.
  • Evaluation : Finally, every WebQuest should be evaluated. On the one hand, the students are given the opportunity to reflect on their own learning behavior and to give the teaching staff tips on how to improve the preparation and implementation of WebQuests. On the other hand, the learners also receive feedback from the teacher and the students (peer evaluation). So that the students can orient themselves to the relevant evaluation criteria of the teacher and the students during the work process, these should be disclosed at the end of each WebQuest document.

In total, a WebQuest usually comprises around two to eight lessons (small WebQuests). In addition, there is also the option of working on a complex question over a longer period of time (possibly over half a school year) (large WebQuests).

Didactic concept

“WebQuests refer to considerations of a constructivist learning theory. This is based on the assumption that knowledge cannot simply be poured into the pupils like a funnel. Rather, they have to acquire it themselves. ” From the point of view of constructivist learning theory , learning is not aimed at the mere reproduction of factual knowledge, but rather at a variety of applicable action skills. The WebQuest method prompts learners to represent the information they are confronted with independently and to transform it into a networked whole. In this way, the students acquire something like “cognitive maps” for themselves . So knowledge is not reproduced, but rather constructed on the basis of authentic topics. By using real contexts, a transfer is easier so that the knowledge acquired does not remain sluggish but can be applied in different situations.

A constructivist view of learning also changes the classic understanding of the role of teacher and student. Lessons and teaching take a back seat to the learning processes of the students. In connection with WebQuests, this means that the role of the teacher is evolving away from that of imparting knowledge towards the role of the learning companion or coach. Teachers should accompany the learning process of the students in an advisory capacity, provide tools for problem solving and offer their help if necessary.

So while the teachers take a back seat as instructors, the learners move into the center of the learning process. WebQuests give top priority to the active-constructive performance of the learners. Ideally, the students deal with the problem out of their own interest and intrinsic motivation and take on the steering and control function themselves during the learning process.

Advantages and disadvantages

advantages

The safe use of the new information and communication media, especially the Internet, is a skill that is required in many areas. Often, however, the non-linear and seemingly chaotic structure of the Internet and the abundance of found (“googled”) information lead to information overload and disorientation (lost in hyperspace ). Through the didactic reduction of the extensive amounts of information, WebQuests offer clues for one's own approach without the learners getting lost in the Internet without aiming or planning.

Bernie Dodge put another advantage of WebQuests as follows:

"WebQuests are designed to use learners 'time well, to focus on using information rather than looking for it, and to support learners' thinking at the levels of analysis, synthesis and evaluation."

Thanks to the already preselected materials, the learners have more time to evaluate the sources and form their own opinion.

Even if the imparting of internet skills is not in the foreground, this is still a desirable side effect of this learning arrangement. With the WebQuest method, content-based learning goes hand in hand with the expansion of media skills .

In addition to Internet skills, WebQuests also promote the social skills of the learners. The assignment of different roles and tasks within a work group can be derived from the initial descriptions of many WebQuests:

“Such role assignments create an important prerequisite for cooperative learning. It's about assuming individual responsibility and the need for cooperation. The quality of the merging of the individual results to be carried out by the group depends on the preparatory work to be carried out individually. Through the distribution of roles, each individual group member is given individual responsibility for the work result of the group. "

With WebQuests, independent, action-oriented and cooperative learning is sensibly supported by the Internet. Despite these advantages, the WebQuest method also has some disadvantages.

disadvantage

A lot of time and effort is involved in preparing WebQuests. In addition, many teachers lack sufficient technical knowledge to be able to create their own WebQuest documents. Even if some German-language templates for WebQuests can now be found on the Internet and so-called WebQuest generators facilitate the creation of WebQuest documents, this type of teaching is not as strongly integrated into everyday school life in Germany as in other countries.

To make matters worse, most schools in Germany do not yet have the appropriate technical equipment to be able to carry out WebQuests. There is often a lack of internet connections or a sufficient number of computers. The barriers to regular WebQuests have not yet been completely removed.

scope of application

Since WebQuests can always be tailored by the teacher to the respective target group and their skills, they can be used in all types of schools and ages. However, basic reading skills and the ability to absorb and process text-based information are required. In addition, you should have basic knowledge of using a PC and the Internet.

The use of WebQuests is also not tied to specific subjects, but is basically possible in all areas. WebQuests are particularly suitable for interdisciplinary teaching , as is used, for example, by the learning field concept in vocational training , as well as for use in adult education (e.g. teacher training). In contrast to software that is installed locally at school, for example, it can also be accessed from home or a library. However, if WebQuests are processed outside of school, it must be ensured that the cooperative aspects of the method are still used.

For use in primary schools, PrimarWebQuests were developed on the basis of classic WebQuests. In order to use the method for the primary level, the structure of the classic WebQuest method has been simplified. A corresponding PrimarWebQuest generator is available at the Central Office for Teaching Media (ZUM) .

Web Inquiry Projects (WIP)

As a continuation and opening of the WebQuest idea, Philip Molebash, who like Bernie Dodge teaches at San Diego University, developed so-called Web Inquiry Projects (WIP). In the meantime, WebQuests have established themselves in schools. Because research into WebQuests, which can be found on the Internet, it turned out that the activity and independence of the learners are required or promoted to very different degrees. Often you come across questions that can be solved by simple copy & paste and thus do not allow free research. Therefore, Molebash used the term WIP to describe concrete projects that enable students to organize and act to a greater extent. Through their assignment of tasks, they encourage the learners to ask questions about a topic themselves, in order to then find a solution or research sources themselves and present the solution. Thus, the autonomous and action-oriented learning is promoted to an even greater extent than through WebQuests.

Developments in WebQuest methods

The WebQuest method is used to learn languages ​​in the virtual 3D world of Second Life in order to enable more interactive experiences.

literature

The information in this article comes from the following sources:

Web links

The following web links serve to deepen the topic:

Footnotes

  1. ↑ a b WebQuest Forum: Theoretical Basics for WebQuests . University of Education Zurich & University of Linz
  2. ^ Heinz Mandl ; Gabi Reinmann-Rothmeier; Cornelia Gräsel: Expert opinion on the preparation of the program "Systematic inclusion of media, information and communication technologies in teaching and learning processes" ( Memento from September 28, 2007 in the Internet Archive ). Materials for educational planning and research funding, booklet 66 (p. 12f). Federal-State Commission for Educational Planning and Research Funding, 1998 (PDF file; 131 KB)
  3. ↑ State Academy for Further Education and Personnel Development in Schools: Why WebQuests? ( Memento of July 4, 2007 in the Internet Archive ).
  4. ^ Education server Hessen: New media in bilingual teaching
  5. ↑ Wolf-Rüdiger Wagner: WebQuest - a didactic concept for changing the learning culture. Materials for a workshop at the conference “Future-oriented learning in notebook schools” on 1./2. October 2004 in Wittmund. (PDF file; 73 KB)
  6. ↑ Wolfgang Steveker: Independent learning with WebQuests ( Memento from June 12, 2007 in the Internet Archive ). (2001)
  7. ↑ Christof Schreiber: WebQuests for elementary school: Prima (r) WebQuest . (2007)
  8. ↑ Julia Langenhan & Christof Schreiber: PrimarWebQuest - project-oriented work with the Internet in primary school. Schneider publishing house. (2012)
  9. ↑ PrimarWebQuest generator
  10. ↑ Teacher Online - Teaching with New Media: WIP: The WebQuest further developed
  11. ↑ Howard Vickers: Surreal Quests: Enriched, purposeful language learning in Second Life . In: The Knowledge Tree , October 15, 2007. Archived from the original on June 5, 2012. Retrieved on December 5, 2007.