Internet Based Projects and Webquests

In this post, I will be exploring and putting into practice the concept of Internet-based projects and webquests according to Dudeney and Hockly (2007).


Why use Internet-based projects?

  • They provide an organized and structured way to incorporate the Internet into the classroom.
  • They foster communication and collaborative learning.
  • They can be used cross-sectionally with other subjects.
  • They encourage critical thinking skills since learners have to transform information to complete the task. 


How to prepare Internet-based projects? 

  • Choose the project topic
  • Make the task clear
  • Find the resources
  • Decide on the outcome 


What are Webquests?

Webquests are mini projects in which a large percentage of the input comes from the Internet. They are more rigid in structure than a web project or simulation.

Bernie Dodge (1995) identified two types of webquest:

  • Short-term webquest: it may take a few lessons and it will involve students in visiting a selection of sites to find information and using this to achieve a task.
  • Long-term webquest: they may last a few weeks or even a semester. Learners analyze a body of knowledge deeply, transforming it in some way. They will demonstrate that they understood the material by creating something that others can respond to, online or offline.


How to create a Webquest?

1. Introduction – introduce the topic, key vocabulary and concepts, and give background information.

2. Tasks – explain students what to do.

3. Process – guide learners through a set of activities and research tasks, using a set of predefined resources.

4. Evaluation –  involve learners in self-evaluation, comparing and contrasting their products, or teacher evaluation and feedback.


As I mentioned at the beginning of this post, I created a Webquest for teenage students with an Intermediate level. Here you can look at some screenshots of it!












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