Student Instructions - Introduction
The purpose of the introduction section of a WebQuest is two fold: 1) to orient the learner to
what is coming; 2) raise some interest in the learner through a variety of
means. It can also do this by making the topic seem: -relevant to the learner's
past experience; -relevant to the learner's future goals; - attractive -
visually interesting; important because of its global implications; urgent -
because of the need for a timely solution; fun - because the learner will be
playing a role.
Student Instructions - Task
The Task block in a WebQuest is a description of what the learner will have done at the end of
the exercise. It could be a report, or product, like a PowerPoint presentation,
or it might be a class presentation or school or community project.
Student Instructions - Process
The Process block in a WebQuest where the teacher suggests the steps that learners should go
through in completing the task. It may include strategies for dividing the task
into sub-tasks, descriptions of roles to be played or perspectives to be taken
by each learner. The instructor can also use this place to provide learning
advice and interpersonal process advice, such as how to conduct a brainstorming
session. The process description should be relatively short and clear. For
example, the websites address (URLs) are embedded within the steps rather than
being separately listed.
Student Instructions - Resources & Steps
The Resource block in a WebQuest is a list of web pages the instructor has located and will
help the learner accomplish the task. The Resources are pre-selected so that
learners can focus their attention on the topic rather than surfing aimlessly.
It is important to note that resources for the students are not restricted to
those found on the web. For example, they could include an interview with an
expert, reviewing a videotape, reading a hard copy of an article or report, and
a number of web pages. Very often, it makes sense to divide the list of
resources so that some are examined by everyone in the Quest, while others are
red by subsets of learners who are playing a specific role or taking a
particular perspective. By giving separate data sources to learners, you ensure
the interdependence of the group, give the learners an incentive to teach each
other about what they have learned.
Use the online template for Preparing a Webquest for
your students.
Student Instructions - Evaluation
The criteria for evaluating the student's work should be clearly stipulated. This should
include normal criteria for participation, writing, presentation, etc. However,
the evaluation criteria should also test the health education outcomes. For
example, do students report that they feel differently about the health issue,
whether they are more comfortable in seeking more information of help from
health professionals or do they have a healthier plan for their lives.
Student Instructions - Conclusion
The Conclusion section of a WebQuest provides an opportunity to summarize the experience, to
encourage reflection about the process, to extend and generalize what was
learned, or some combination of these. It's not a critically important piece,
but it rounds out the document and provides the reader with a sense of closure.
One good use for the conclusion section is to suggest questions that a teacher
might use in whole class discussions to debrief on the webquests used in the
class.