For example, since the Web is part of the free-wheeling environment of the Internet, all imaginable kinds of information and data can be found, the quality and value of which varies tremendously. Literally anyone can create a Web page, as there are no restrictions or widespread refereeing processes in place. Thus teachers can encourage students to explore the Web with the goal of having them weigh evidence, judge the authenticity of data, compare different viewpoints on issues, analyze and synthesize diverse sources of information, and construct their own understanding of the topic or issue at hand. By doing so, teachers will be well on their way to having students develop critical thinking and problem solving skills. It is true that teachers have always had students do this kind of task with print material.
Students can develop written communication skills readily by using the Web too.
The argument is that when students have a real audience to write to and have a purpose in writing to that audience, they will be more conscious of their vocabulary, syntax, and grammar. Teachers who design projects or assignments that incorporate this feature of the Web will be giving their students an ideal opportunity to develop their writing skill. Teachers can also foster development of collaborative skills with the Web. This is typically done by structuring group projects where members are in different geographic locations, yet have a common goal to reach or problem to solve. The Birkbeck College Principles of Protein course is illustrative, as an example of how collaborative projects can be structured.