Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2437
Title: Facilitating Web Design Skills through Online Design-Based Learning: The Case of Collaboration Scripts and Incomplete Concept Maps
Authors: El-Refai, Walid
Kollar, Ingo
Fischer, Frank
Issue Date: Jun-2011
Publisher: International Society of the Learning Sciences
Citation: El-Refai, W., Kollar, I., & Fischer, F. (2011). Facilitating Web Design Skills through Online Design-Based Learning: The Case of Collaboration Scripts and Incomplete Concept Maps. In Spada, H., Stahl, G., Miyake, N., & Law, N. (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Volume I — Long Papers (pp. 120-127). Hong Kong, China: International Society of the Learning Sciences.
Abstract: Web design skills are an important component of media literacy. The aim of our study was to promote university students' web design skills through online design-based learning (DBL). Combined in a 2x2-factorial design, two types of scaffolding were implemented in an online DBL environment to support the students through their effort to design, build, modify, and publish web sites on processes and outcomes measures, namely collaboration scripts and incomplete concept maps. The results showed that both treatments had positive effects on domain-specific knowledge acquisition and on content-related discourse quality and collaboration skills in a subsequent discussion. There was synergism between the two scaffolds in that the combination of the collaboration script and incomplete concept maps produced the most positive results. To be effective, online DBL thus needs to be enhanced by appropriate scaffolds, and both collaboration scripts and incomplete concept maps are effective examples.
URI: https://doi.dx.org/10.22318/cscl2011.120
https://repository.isls.org//handle/1/2437
Appears in Collections:CSCL 2011

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