In search of design principles for developing digital learning and performance support for a student design task

• Published in: Australasian Journal of Educational Technology Vol. 31; no. 5; pp. 500 - 520
• Main Authors: Bollen, Lars, van der Meij, Hans, Leemkuil, Henny, McKenney, Susan
• Format: Journal Article
• Language: English
• Published: Australasian Society for Computers in Learning in Tertiary Education 01.01.2015
• Subjects: Check Lists; Collaborative Writing; College Students; Communication Strategies; Computer assisted teaching; Cooperative learning; Course organisation; Design; Diaries; Educational Environment; Electronic Learning; Evaluation Methods; Foreign Countries; Group Activities; Instructional design; Integrated Learning Systems; Intervention; Learning environment; Learning management systems; Moodle (Learning management system); Netherlands; Postsecondary education; Psychology; Student Attitudes; Technology Uses in Education; Universities; University students; University teaching; Usability; Netherlands
• ISSN: 1449-5554; 1449-3098; 1449-5554
• DOI: 10.14742/ajet.2546

A digital learning and performance support environment for university student design tasks was developed. The authors describe the design rationale, process, and the usage results to arrive at a core set of design principles for the construction of such an environment and present a collection of organisational, technical, and course-related requirements that led to the particular setup of the targeted environment. Building upon the established learning management system Moodle at the University of Twente, the Netherlands, the authors designed a backbone structure that fitted onto the analysis, synthesis, construction, and evaluation intervention model. Within these four phases, students were able to find activity checklists, tools, and information to support their design activities. The environment was supplemented with tools for group communication and collaborative report writing. It has been used for 5 weeks by 35 students who worked in groups on a design task. The authors analysed the students' appraisals for usability and examined usage data from their action logs. Results indicate that students were positive about the environment and generally used its facilities frequently. The discussion revolves around the issue of how to achieve a balance between constraints, freedom, and scaffolding. A set of design principles is proposed for the construction of future versions of a learning and performance support environment. [Author abstract, ed]