Web Quest is the current method of teaching that is centered on explorations and entails the principles of learning and cognitive operations (Jahromi, Zohreh & Leili 1). Notably, Web Quest is a scholar and project-based form of education that is sustained by various theories derived from the web such as constructivist ideas and creative thinking (Halat, Erdoğan & Fatih Karakuş 2). Therefore, this paper examines the components of Web Quest and critics related to its use.
Components of Web Quest
Introduction. The segment helps learners by providing a lead to the topic under discussion and enhancing the scholar’s interest in various ways (Al-Shamisi & Aisha 133).
Assignment. The section aims at providing students with transitory instructions and guidelines about what the scholars are expected to identify at the completion of the Web Quest (Al-Shamisi & Aisha 133).
Resources. The segment includes previously identified sources that aids a student in choosing preselected sites and how to exhibit what has been learned (Göktepe 2176).
Process. These are the stages student go through to complete various assignments and activities. Significantly, the concluding component offers a summary of what has been read by the scholar (Göktepe 2177).
Critics of Web Quest
The technique has been determined to have various shortfalls, hence, being a source of debate among various researchers. In essence, based on the use of the internet, students can engage in time-wasting activities when the required material is not available, thus, being not effective to their use. Similarly, the invention can lead to a reduction in the writing apprehension of the scholars.
Web Quest is significant in helping students improve their learning by enabling critical thinking that is sustained by theories. Major components of the technique include introduction, task, resources, process, and conclusion.
Al-Shamisi, Aisha Saeed. “The Effect of WebQuests on Grade 11 Reading Comprehension and Student Perceptions of WebQuests.” 2016 Retrieved from: www.aijcrnet.com/journals/Vol_6_No_1_February_2016/13.pdf
Göktepe, Seda. “A WebQuest example for mathematics education.” Procedia-Social and Behavioral Sciences 116 (2014): 2175-2179. Retrieved from: https://www.sciencedirect.com/science/article/pii/S1877042814005564
Halat, Erdoğan, and Fatih Karakuş. “Integration of WebQuest in a social studies course and motivation of pre-service teachers.” The Georgia Social Studies Journal 4.1 (2014): 20-31. Retrieved from: https://pdfs.semanticscholar.org/97d3/6ba1dc5a4253d1b02842c4140a80956b0ad7.pdf
Jahromi, Zohreh Badiyepeymaie, and Leili Mosalanejad. “Integrated Method of Teaching in Web Quest Activity and Its Impact on Undergraduate Students’ Cognition and Learning Behaviors: A Future Trend in Medical Education.” Global journal of health science 7.4 (2015): 249. Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4802140/