WebQuest: Elementary, My Dear Watson

One of the inquiry based learning (IBL) articles really caught my attention. WebQuests are a type of IBL learning activity that engages the learner with a question or a goal for learning and then directs them to various websites to complete a task.  According to Sanford, Townsend-Rocchiccioli, Trimm, & Jacobs (2010), WebQuests are built on the constructivist theory, in which learners investigate problems, assess the situation, ask questions, and find solutions. All these activities lead the learner to develop deeper understanding and improved inquiry and problem solving skills.





WebQuests consist of an introduction, a task,  a process, an evaluation, and a summary. The introduction draws the learner in with enticing and fun information and an interesting question to explore. A well-constructed WebQuest will be tailored to the learner's past experience and goals, making it relevant to the learner. This ties in nicely with the principles of andragogy. Additionally, the introduction should immerse the learner in a setting or problem and establish a goal.

Next, the task should involve active learning, including searching for information and then applying the new information to produce a product of some sort. Although the websites are instructional, the process should be fun - more like a scavenger hunt than a research project.  Products could be PowerPoints, videos, skits, posters, brochures, infographics, etc. - whatever the designer of the WebQuest wants to try.

The process part of the WebQuest is a step-by-step plan for the learner to follow to find the needed information. Learners are directed to websites or videos online to discover the answers they seek. It's important the links for each step of the process are current and useable.

After the learners develop the product, an evaluation should take place according to a detailed rubric that is provided.  Finally, the learners are given a brief summary of the topic with ideas of how this could be expanded in other areas. According to Sanford and colleagues (2010), this provides the learners a chance to reflect on the experience and what they learned.  I think it would be more effective to have the learners do their own summary and reflection questions about the WebQuest.  This could be done as part of their presentation, as journal questions, or as a blog.


I love this idea!  It would be a great activity to use as a flipped classroom activity.  Assigned textbook readings could provide the background knowledge and then the websites could add current resources and evidence based practice to the mix.  It may be interesting to use a mixture of websites, so the learners could evaluate which ones were scholarly and appropriate.  I think this would really appeal to the Net generation learner and would be far more interesting than listening to lecture.  WebQuests are self-directed learning which would appeal to all adult learners as well.

The authors also mentioned having learners contact experts online, possibly through online discussion boards, to talk about their subject.  Online videos and lectures are also available through iTunes U or YouTube, TED talks, Khan academy, etc.  No need to redesign the wheel!

I may try to develop a WebQuest for one of my posts....hmmmm

Reference

Sanford, J., Townsend-Rocchiccioli, J., Trimm, D., & Jacobs, M. (2010). The WebQuest: Constructing Creative Learning. Journal of Continuing Education in Nursing, 41(10), 473–479. doi:10.3928/00220124-20100503-04