Laura’s Blog

Using webquests in the classroom does have many advantages for student learning, however it can also be a challenge for teachers in terms of the technological skills teacher’s posses and feel confident in using as well as the actual planning of a webquest.

In terms of advantages for students, the webquest design has a major benefit in the way that it is presented and carried out using computers and associated technology. As Varank (2005) comments, “using computers enhances students’ motivation because while working on computers, students enjoy more, work harder, and show more involvement in the classroom” (cited in Halat, 2008, p.110). In addition to this, teachers and textbooks cannot always “provide all the information necessary” (Varank, 2005, cited in Halat, 2008, p.110), whereas the internet can provide students with endless amounts and sources of information. Therefore, webquests can facilitate students’ skills in reading and understanding all the endless amounts of  information presented to them on the internet. However, there are some minor disadvantages to using the webquest design for students. These are that “students may not want to work on WebQuests and do the tasks required if they do not like the scenario or the topics or they find the tasks difficult” (Halat, 2008, p.111). This would particularly be an issue in the longer term webquests, which can take up more than 3 lessons. As well as this, keeping students on task could become an issue, especially if while on the web “they are distracted by other Web sites” (Halat, 2008, p.111) that may not have as much, if any relevance to the task.

Teachers also face challenges when creating webquests. As well as this, teachers own confidence in using computers can also affect the structure and complexity of the webquest and thus how much students will get out of doing the webquest. Halat (2008) names other possible challenges teachers may face when creating and planning the use of a webquest. These include:

• “The possibility of lack of access to the Internet via a fast and reliable connection” (p.111).
• “The time needed by the teacher to develop a WebQuest not always available” (p.111).
• “Finding reliable links for resources for the WebQuest” (Halat & Jakubowksi, 2001, cited in Halat, 2008, p.111).

However, Halat (2008) comments on ways that school administrations can overcome some of these problems. School administrators should provide :

“the necessary physical support by establishing computer labs with Internet access to launch the activity at school. Equally important is the professional development of their staff in the form of training, encouragement, and support in the appropriate use of WebQuests” (p.111).

Ref. Halat, E. (2008). A good teaching technique: WebQuests. Clearing House. 81 (3). pp. 109-112.

Trackback URI | Comments RSS