Similar to Interactive-Case-Based Learning activities, WebQuests incorporate Problem-Based-Learning (PBL) case-based studies and resources from the World Wide Web. Unlike Interactive Case Based Learning activities, WebQuests derive information from both prior knowledge and new resources, many, if not all, of which are internet-based.
WebQuests are inquiry-oriented activities in which some or all of the information that students interact with comes from internet resources. These activities were first designed by Bernie Dodge and Tom March at San Diego State University in 1995. WebQuests can be short (1-3 class periods) or long (more than 3 class periods) term projects, but share the following general outline:
- An introduction with background information;
- A task that is doable and interesting;
- A set of information sources (most, if not all derived from the World Wide Web) that are needed to complete the task;
- A step-by-step description of the process learners may use to accomplish the task
- Guidance on how to organize acquired information (e.g. guiding questions, directions to complete frameworks such as timelines, concept maps, or cause and effect diagrams) This might also include an evaluation section so that students know what is expected / how they will be graded (i.e., Cedar Swamp Evaluation);
- A conclusion that brings closure to the quest, reviews what has been learned, and encourages learners to extend their experiences into other domains.
WebQuests may be utilized as group activities, single or multidisciplinary, and enhanced by a fictional motivational, role-playing element (e.g. student plays a detective, scientist, etc.). This information has been derived from Bernie Dodge's website.