Conclusion



WebQuests encompass many positive attributes as educational tools for students of all ages. They facilitate the seamless integration of technology into the classroom, enabling students to move beyond discovering how to manage digital tools to actually using them to elevate their learning (Segers & Verhoeven, 2009). WebQuests can promote creative cross-curricular units that empower students as "active learners" (Halat, 2008, p. 110), while developing their higher-order thinking skills.

There are thousands of WebQuests readily available, teachers must scrutinise each one to determine its value. Evaluation rubrics such as the ones created by Dodge (2001) and March (2006) are very useful when assessing the value of individual WebQuests. Furthermore, WebQuests are normally created with particular students in mind. One teacher's class will not have the exact same needs as another's. Therefore, to maximise the learning power of a WebQuest, it is inevitable that modifications would need to be made.