A WebQuest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web. [1] These can be created using various programs, including a simple word processing document that includes links to websites.
A WebQuest is distinguished from other Internet-based research by four characteristics. First, it is classroom-based. [2] Second, it emphasizes higher-order thinking (such as analysis, creativity, or criticism) rather than just acquiring information. [3] And third, the teacher preselects the sources, emphasizing information use rather than information gathering. [2] Finally, though solo WebQuests are not unknown, most WebQuests are group work with the task frequently being split into roles. [2]
A WebQuest has 5 essential parts: introduction, task, process, resources, evaluation, and conclusion. [4] The original paper on WebQuests [5] had a component called guidance instead of evaluation.
The task is the formal description of what the students will produce in the WebQuest. The task should be meaningful and fun. Creating the task is the most difficult and creative part of developing a WebQuest. [4]
The steps the students should take to accomplish the task. It is frequently profitable to reinforce the written process with some demonstrations. [4]
The resources the students should use. Providing these helps focus the exercise on processing information rather than just locating it. Though the instructor may search for the online resources as a separate step, it is good to incorporate them as links within the process section where they will be needed rather than just including them as a long list elsewhere. Having off-line resources like visiting lecturers and sculptures can contribute greatly to the interest of the students. [4]
The way in which the students' performance will be evaluated. The standards should be fair, clear, consistent, and specific to the tasks set. [4]
Time set aside for reflection and discussion of possible extensions. [4]
Webquests can be a valuable addition to a collaborative classroom. One of the goals is to increase critical thinking by employing higher levels of Bloom’s Taxonomy and Webb’s Depth of Knowledge. This is a goal of the American educational system's Common Core and many new American state standards for public education. Since most webquests are done in small collaborative groups, they can foster cooperative learning and collaborative activities. Students will often be assigned roles, allowing them to roleplay in different positions, and learn how to deal with conflict within the group.
Webquests can be a versatile tool for teaching students. They can be used to introduce new knowledge, to deepen knowledge, or to allow students to test hypotheses as part of a final interaction with knowledge. The integration of computers and the Internet also increase students’ competency with technology. By having specific task lists, students can stay on task. By having specific sources of information, students can focus on using resources to answer questions rather than vetting resources to use which is a different skill altogether.
In inclusive classrooms (classrooms that have students of varying exceptionalities interacting such as learning disabled, language impaired, or giftedness) tasks can be differentiated to a skill level or collaborative groups for the same level of task. A skill level may have students with learning disabilities working on a basic task to meet the minimum standard of learning skills and gifted students pushing their task to the higher end of the learning skill. More commonly, groups are composed of learners of all skill levels and completing the same level of task. This is typically easier because the teacher is only creating one webquest, but can cause less student interaction from lower students and less learning from higher students.
WebQuests are only one tool in a teacher's toolboxes. They are not appropriate to every learning goal. In particular, they are weak in teaching factual total recall, simple procedures, and definitions. [6]
WebQuests also usually require good reading skills, so are not appropriate to the youngest classrooms or to students with language and reading difficulties without accommodations. One might ask an adult to assist with the reading or use screen-reading technologies, such as VoiceOver or Jaws. [6]
Learners typically complete WebQuests as cooperative groups. Each learner within a group can be given a "role," or specific area to research. WebQuests may take the form of role-playing scenarios, where students take on the personas of professional researchers or historical figures.
A teacher can search for WebQuests on a particular topic or they can develop their own using a web editor like Microsoft FrontPage or Adobe Dreamweaver. This tool allows learners to complete various tasks using other cognitive toolsboxes (e.g. Microsoft Word, PowerPoint, Access, Excel, and Publisher). With the focus of education increasingly being turned to differentiated instruction, teachers are using WebQuests more frequently. WebQuests also help to address the different learning styles of each students. The number of activities associated with a WebQuest can reach almost any student.
WebQuests may be created by anyone; typically they are developed by educators. The first part of a WebQuest is the introduction. This describes the WebQuest and gives the purpose of the activity. The next part describes what students will do. Then is a list of what to do and how to do it. There is usually a list of links to follow to complete the activity.
Finally, WebQuests do not have to be developed as a true web site. They may be developed and implemented using lower threshold (less demanding) technologies, (e.g. they may be saved as a word document on a local computer).
Many Webquests are being developed by college students across the United States as a requirement for their k-12 planning e-portfolio.
The WebQuest methodology has been transferred to language learning in the 3D virtual world Second Life to create a more immersive and interactive experience. [7]
WebQuests are simple webpages, and they can be built with any software that allows you to create websites. Tech-savvy users can develop HTML in Notepad or Notepad++, while others will want to use the templates available in word processing suites like Microsoft Word and OpenOffice. More advanced web development software, like Dreamweaver and FrontPage, will give you the most control over the design of your webquest. Webquest templates allow educators to get a jump start on the development of WebQuest by providing a pre-designed format which generally can be easily edited. These templates are categorized as "Framed" or "Unframed," and they can have a navigation bar at the top, bottom, left, or right of the content. [8] [9]
There are several websites that are specifically geared towards creating webquests. Questgarden, Zunal, and Teacherweb all allow teachers to create accounts, and these websites walk them through the process of creating a webquest. OpenWebQuest is a similar service, although it is based in Greece and much of the website is in Greek. These websites offer little control over design, but they make the creation process very simple and straightforward.
Alternatively, teachers can use one of a number of free website services to create their own website and structure it as a webquest. [10] Wordpress and Edublogs both allow users to create free blogs, and navigation menus can be created to string a series of pages into a webquest. This option offers a greater deal of flexibility than pre-made webquests, but it requires a little more technical know-how.
An instructional theory is "a theory that offers explicit guidance on how to better help people learn and develop." It provides insights about what is likely to happen and why with respect to different kinds of teaching and learning activities while helping indicate approaches for their evaluation. Instructional designers focus on how to best structure material and instructional behavior to facilitate learning.
A teaching method is a set of principles and methods used by teachers to enable student learning. These strategies are determined partly on subject matter to be taught and partly by the nature of the learner. For a particular teaching method to be appropriate and efficient it has take into account the learner, the nature of the subject matter, and the type of learning it is supposed to bring about.
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning. This learning process promotes a deeper level of learning than many other common teaching strategies.
Educational games are games explicitly designed with educational purposes, or which have incidental or secondary educational value. All types of games may be used in an educational environment, however educational games are games that are designed to help people learn about certain subjects, expand concepts, reinforce development, understand a historical event or culture, or assist them in learning a skill as they play. Game types include board, card, and video games.
Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. Situated learning "takes as its focus the relationship between learning and the social situation in which it occurs".
Educational technology is the combined use of computer hardware, software, and educational theory and practice to facilitate learning. When referred to with its abbreviation, "EdTech," it often refers to the industry of companies that create educational technology. In EdTech Inc.: Selling, Automating and Globalizing Higher Education in the Digital Age, Tanner Mirrlees and Shahid Alvi (2019) argue "EdTech is no exception to industry ownership and market rules" and "define the EdTech industries as all the privately owned companies currently involved in the financing, production and distribution of commercial hardware, software, cultural goods, services and platforms for the educational market with the goal of turning a profit. Many of these companies are US-based and rapidly expanding into educational markets across North America, and increasingly growing all over the world."
Self-regulated learning (SRL) is one of the domains of self-regulation, and is aligned most closely with educational aims. Broadly speaking, it refers to learning that is guided by metacognition, strategic action, and motivation to learn. A self-regulated learner "monitors, directs, and regulates actions toward goals of information acquisition, expanding expertise, and self-improvement”. In particular, self-regulated learners are cognizant of their academic strengths and weaknesses, and they have a repertoire of strategies they appropriately apply to tackle the day-to-day challenges of academic tasks. These learners hold incremental beliefs about intelligence and attribute their successes or failures to factors within their control.
Editing technology is the use of technology tools in general content areas in education in order to allow students to apply computer and technology skills to learning and problem-solving. Generally speaking, the curriculum drives the use of technology and not vice versa. Technology integration is defined as the use of technology to enhance and support the educational environment. Technology integration in the classroom can also support classroom instruction by creating opportunities for students to complete assignments on the computer rather than with normal pencil and paper. In a larger sense, technology integration can also refer to the use of an integration platform and application programming interface (API) in the management of a school, to integrate disparate SaaS applications, databases, and programs used by an educational institution so that their data can be shared in real-time across all systems on campus, thus supporting students' education by improving data quality and access for faculty and staff.
"Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting... Effective technology integration is achieved when students can select technology tools to help them obtain information on time, analyze and synthesize it, and present it professionally to an authentic audience. Technology should become an integral part of how the classroom functions—as accessible as all other classroom tools. The focus in each lesson or unit is the curriculum outcome, not the technology."
A lesson plan is a teacher's detailed description of the course of instruction or "learning trajectory" for a lesson. A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students. There may be requirements mandated by the school system regarding the plan. A lesson plan is the teacher's guide for running a particular lesson, and it includes the goal, how the goal will be reached and a way of measuring how well the goal was reached.
Constructivist teaching is based on constructivist learning theory. Constructivist teaching is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information.
The zone of proximal development (ZPD) is a concept in educational psychology. It represents the space between what a learner is capable of doing unsupported and what the learner cannot do even with support. It is the range where the learner is able to perform, but only with support from a teacher or a peer with more knowledge or expertise. The concept was introduced, but not fully developed, by psychologist Lev Vygotsky (1896–1934) during the last three years of his life. Vygotsky argued that a child gets involved in a dialogue with the "more knowledgeable other" such as a peer or an adult and gradually, through social interaction and sense-making, develops the ability to solve problems independently and do certain tasks without help. Following Vygotsky, some educators believe that the role of education is to give children experiences that are within their zones of proximal development, thereby encouraging and advancing their individual learning such as skills and strategies.
Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously.
English-Language Learner is a term used in some English-speaking countries such as the United States and Canada to describe a person who is learning the English language and has a native language that is not English. Some educational advocates, especially in the United States, classify these students as non-native English speakers or emergent bilinguals. Various other terms are also used to refer to students who are not proficient in English, such as English as a Second Language (ESL), English as an Additional Language (EAL), limited English proficient (LEP), Culturally and Linguistically Diverse (CLD), non-native English speaker, bilingual students, heritage language, emergent bilingual, and language-minority students. The legal term that is used in federal legislation is 'limited English proficient'. The instruction and assessment of students, their cultural background, and the attitudes of classroom teachers towards ELLs have all been found to be factors in the achievement of these students. Several methods have been suggested to effectively teach ELLs, including integrating their home cultures into the classroom, involving them in language-appropriate content-area instruction early on, and integrating literature into their learning programs.
Backward design is a method of designing an educational curriculum by setting goals before choosing instructional methods and forms of assessment. Backward design of curriculum typically involves three stages:
The apprentice perspective is an educational theory of apprenticeship concerning the process of learning through physical integration into the practices associated with the subject, such as workplace training. By developing similar performance to other practitioners, an apprentice will come to understand the tacit duties of the position. In the process of creating this awareness, the learner also affect their environment; as they are accepted by master practitioners, their specific talents and contributions within the field are taken into account and integrated into the overall practice.
Assessment in computer-supported collaborative learning (CSCL) environments is a subject of interest to educators and researchers. The assessment tools utilized in computer-supported collaborative learning settings are used to measure groups' knowledge learning processes, the quality of groups' products and individuals' collaborative learning skills.
Social learning tools are tools used for pedagogical and andragogical purposes that utilize social software and/or social media in order to facilitate learning through interactions between individuals and systems. The idea of setting up "social learning tools" is to make education more convenient and widespread. It also allows an interaction between users and/or the software which can bring a different aspect to learning. People can acquire knowledge by distance learning tools, for instance, Facebook, Twitter, Khan Academy and so on. Social learning tools may mediate in formal or informal learning environments to help create connections between learners, instructors and information. These connections form dynamic knowledge networks. Social learning tools are used in schools for teaching/learning and in businesses for training. Within a school environment, the use of social learning tools can affect not only the user (student) but his/her caretaker as well as his/her instructor. It brings a different approach to the traditional way of learning which affects the student and his/her support circle. Companies also use social learning tools. They used them to improve knowledge transfer within departments and across teams. Businesses use a variety of these tools to create a social learning environment. They are also used in company settings to help improve team work, problem solving, and performance in stressful situations.
Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in their ability.Differentiated instruction means using different tools, content, and due process in order to successfully reach all individuals. Differentiated instruction, according to Carol Ann Tomlinson, is the process of "ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student's readiness level, interests, and preferred mode of learning." According to Boelens et al. (2018), differentiation can be on two different levels: the administration level and the classroom level. The administration level takes the socioeconomic status and gender of students into consideration. At the classroom level, differentiation revolves around content, processing, product, and effects. On the content level, teachers adapt what they are teaching to meet the needs of students. This can mean making content more challenging or simplified for students based on their levels. The process of learning can be differentiated as well. Teachers may choose to teach individually at a time, assign problems to small groups, partners or the whole group depending on the needs of the students. By differentiating product, teachers decide how students will present what they have learned. This may take the form of videos, graphic organizers, photo presentations, writing, and oral presentations. All these take place in a safe classroom environment where students feel respected and valued—effects.
The gamification of learning is an educational approach that seeks to motivate students by using video game design and game elements in learning environments. The goal is to maximize enjoyment and engagement by capturing the interest of learners and inspiring them to continue learning. Gamification, broadly defined, is the process of defining the elements which comprise games, make those games fun, and motivate players to continue playing, then using those same elements in a non-game context to influence behavior. In other words, gamification is the introduction of game elements into a traditionally non-game situation.
In education, authentic learning is an instructional approach that allows students to explore, discuss, and meaningfully construct concepts and relationships in contexts that involve real-world problems and projects that are relevant to the learner. It refers to a "wide variety of educational and instructional techniques focused on connecting what students are taught in school to real-world issues, problems, and applications. The basic idea is that students are more likely to be interested in what they are learning, more motivated to learn new concepts and skills, and better prepared to succeed in college, careers, and adulthood if what they are learning mirrors real-life contexts, equips them with practical and useful skills, and addresses topics that are relevant and applicable to their lives outside of school."