Effects of computer-supported collaboration script and incomplete concept maps on web design skills in an online design-based learning environment

El-Refai, Walid (2012): Effects of computer-supported collaboration script and incomplete concept maps on web design skills in an online design-based learning environment. Dissertation, LMU München: Faculty of Psychology and Educational 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 collaborative (content-related discourse quality, collaboration skills, and quality of published web sites) and individual (domain-specific knowledge and skills related to the design and building of websites) learning outcomes. 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.

• Item Type: Theses (Dissertation, LMU Munich)
• Keywords: Design-based online learning; Learning by Design, collaboration scripts; concept maps; social scaffolding; task scaffolding; computer-supported collaborative learning
• Subjects: 000 Computers, Information and General Reference > 004 Data processing computer science; 000 Computers, Information and General Reference
• Faculties: Faculty of Psychology and Educational Sciences
• Language: English
• Date of oral examination: 6. March 2012
• 1. Referee: Fischer, Frank
• Signature of the printed copy: 0001/UMC 20295