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As the title suggest, in this post I'll explore the main characteristics on Internet-Based Projects, particularly focusing on the webquest model.
Table Of Contents
Internet-Based Projects
Dudeney and Hockly (2007) define Internet-Based Project work as a "natural progression" (p.44) from the use of individual websites in the classroom to an online project work. They give four core reasons for using them:
They provide a structured way for teachers to integrate the Internet into language teaching in a classroom with without any technical knowledge required to produce or use them.
They foster cooperative learning and stimulate interaction since they are often carried out in groups.
They offer flexibility, as their use can vary raging from language learning purposes to interdisciplinary work. This, in turn, motivates the learner because the project feels more realistic.
They require learners to work with the information they find rather than copying it, thus fostering their critical thinking skills.
In order to prepare an Internet-project work, one should arrange the following details:
Choosing a project topic.
Define a clear task that specifies the information students will need to find.
Outline the resources learners will need to use.
Decide on an outcome or final purpose of the project (e.g. a poster, presentation, or debate).
Webquests
Webquests could be defined as "mini-projects" (Dudeney and Hockley), or "an inquiry-oriented lesson format" (Dodge, as cited in Abdallah, 2024) in which most of the information learners work with comes from the Internet. They can be defined into two types: short term and long term. In the short term, Dodge argues that the learners work with a certain amount of information and make sense of it, while in a long term webquest, the learner will have analysed a body of knowledge deeply, transforming it in some way that shows understanding of the material by creating something others can respond to (e.g.: a report, a presentation, an interview, a survey, etc.).
Abdallah (2024) points out many benefits of using webquests, among them:
creates effective learning
is an attractive strategy of learning
accommodates to students' needs
organised as a source
saves time and effort
promotes problem solving skills
To see an example of a webquest, click here. The webquest has been made regarding the following unit of work, borrowed from a previous post:
Unit of work: Technology in our lives
Age group: 15 y.o.
Language level: B1
Number of Students: 15
Objectives: By the end of the unit, students will be able to:
Identify and name vocabulary related to modern technology such as devices and digital habits
Compare and contrast life with/without technology
Express opinions about how technology affects daily life
Write an article on the impact of technology
Students have worked on articles and its structure in a lesson previous to the webquest.
Parts of a Webquest
Introduction
The section where learners are introduced to the scenario and objectives for the quest.
To see an example of an introduction, click here.
Task
Clearly defined for learners to know what they have to accomplish.
To see an example of a task, click here.
Process
Here is where learners can find the step-by-step guidance and the resources they have at their disposal.
To see the example of the process, click here.
Evaluation
Rubrics or metrics for assessing performance or the final product.
To see an example of an evaluation, click here.
Conclusion
Summary of the learning experience, may offer an opportunity for reflection.
To see an example of a conclusion, click here.
References
Abdallah, M. M. S. (2024). Computer-Assisted Language Learning (CALL) for 4th Year EFL Student Teachers. Retrieved from
Dudeney, G. & Hockly, N. (2007). How to Teach English with Technology. Pearson.
Yavelverg, J. (2025) The Evolution of WebQuests: From Inquiry-Based Learning to AI-Powered Engagement.
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