Components of a WebQuest
A traditional WebQuest has seven main components: a title, introduction, task, process, resources, evaluation, and a conclusion (Sandars, 2005, p. 211). However, there are WebQuests that have different components, such as an overview and questions. Below are descriptions of each of the seven traditional components of a WebQuest.
The Introduction
The introduction provides the problem, often written in the form of a scenario in order to interest the learners and explain the task at hand (Braun, 2001). The introduction can also provide background information and learning objectives (Sanders, 2005, p.212). This will provide the students with a starting point, and let them know what they need to be prepared to do.
The Task
The task explains to the learner what the end product should be (Starr, 2000). It will describe the activites the learner will undertake (Sanders, 2005, p. 212). The activities need to be well structured and planned out in order for the students to receive the most benefit from the WebQuest.
The Process
The process gives strategies (Starr, 2000) or advice (Schrock, 2001) to students on how to complete product. The process should contain clear and concise steps to instruct learners how to go through the WebQuest(Schrock, 2001).
The Resources
The resources contain website titles and links the students will use during the WebQuest (Sanders, 2005, p.212). Also included in this component may be resources not on the internet (Schrock, 2001), such as worksheets or books. Again, the resources must be well planned out so that students can receive the most benefit possible from the activities. Make sure that the resources are grade level appropriate. Students may need assistance navigating the resources to find pertinent information.
The Evaluation
The evaluation "measures the results of the activity," (Starr, 2000) often in the form of rubric (Schrock, 2001). The rubrics should give specific information to the students about expectations of the end product. Letting the students know the rubrics ahead of time increases the likelihood that they will create a complete and high-quality product.
The Conclusion
The conclusion explains what the learner should have accomplished and learned while completing the WebQuest (Sanders, 2005, p. 112). Students are encouraged to reflect on the process (Starr, 2000) or to continue thinking about the subject. This continuation of thinking is often prompted by a question (Sanders, 2005, p. 112). The reflections and continuation of thinking is an essential skill that students will need to learn to be successful in the 21st century.