Webquests

Webquest are good because they are not simply research tasks. They allow the development of individual knowledge and develop it more into a sophisticated knowledge, helped by the online delivery. Basically, it improves their knowledge of the content as they construct their own knowledge as they themselves are researching he topic.

A large amount of getting students to expand on their knowledge depends on them doing experiments. However, in some less exciting pracs, there’s no guarantee that the students would be engaged in the prac or task (March, P. 2000)). I’ve experienced this with a rather stale refraction prac in my class where some students weren’t interested. In contrast, if the students were doing a good webquest, they’d be engaged in the topic as it’s on computers, which they love using, and they have the opportunity to research what they like.
Personal perspective: Having tried to look for a webquest to use on my rounds, I found it hard to find one which actually applied fully to the content I wanted it to cover, as well issues with the time length. Many I found were too long to do in the class or they had sections, which were irrelevant to the students. This is where experiments in science are beneficial as many are very specific so it’s easy to find one that targets the content your teaching. Also, the students are usually excited to do pracs, so they’re engaged in the content and as a teacher, it’s a good way to expand their knowledge.

Disadvantages-Both from personal experience and from readings.
Have to ensure task required is actually beneficial.
Questionable educational benefit in having students surfing the nest without a meaningful task in the mind.
Webquests can take a considerable amount of class time, especially when students can’t get access from home.
Students can get bored doing the same thing with the content, reading it and then writing answers.
Can get easily distracted using the web.
If the webquests is not properly suited to the material being learnt by the students, or if 1 area in the webquest is irrelevant, it will be a waste of students time and it will not further the students knowledge in any way (March, T. 2000).
Advantages-both from personal experience and from readings
Good webquests pose an open-ended question. They’re clear and show students that they must know more that the facts to have a good understanding.
Level of scaffolding in webquests. The process is well explained to the students and everything is explained in step format, so students understand what they’re to do and what’s required.
Students assume the role that allows them to investigate an issue through their view. The students are more responsible for the own learning therefore they construct a deeper understanding of the content (March, T. 2000).
Student’s ca gain access to webquest sites at home so they can work on the task at home.
It’s something different. Students get to use technology, which they like, and they can zone in on sites to look for information rather than search the net aimlessly (March, T. 2000).
Students can go at their own pace, so they don’t feel pressured to complete the task.