When I initially worked through the case study, I was a strong proponent of the WebQuest Model. I liked this model because of its structure and the evaluation at the end that clearly indicated how a student would be graded. In high school, I can remember growing frustrated with open-ended assignments with unclear standards. The WebQuest guides students through a step-by-step process that is easy to follow regardless of their technological background. Additionally, it provides a clear rubric that explicitly states how the teacher will grade the assignment.
After talking with others in our group discussion, I started to think slightly differently. I began to recognize the value of using something exciting like the Historical Scene Investigation, where students might not even realize that they are completing work because they are having fun. In fact, the students might look forward to this assignment. Additionally, the Web Inquiry allows student to be more active learners and might hold their interest more.
To structure student research online, I see myself combining elements from all the different models. I would use the basic sturcture of the WebQuest, but it would be neat to include a short case study within the Quest. Additionally, it would be good to have a follow up opportunity for students to explore something that interested them. Perhaps some optional websites that they could look at on their own time would be in order. I might even pull in a little from the Big 6 model and ask students to explain why certain websites are more valid than others.
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