Computer-supported collaborative learning: Difference between revisions

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The [http://www.sciencedirect.com/science/article/pii/S1877050915012673 Dyslexia Adaptive E-Learning] (DAEL) is a suggested a framework that proposes four dimensions that cover 26 attributes. The proposed framework asks educators to make decisions based on perceived ease of use, perceived usefulness, and system adaptability:

*perceived ease of use: This refers to the degree to which a student believes that using the technology is free of effort.<ref name="ReferenceA">{{cite journal | last1 = Alsobhi | first1 = A. | last2 = Khan | first2 = N. | last3 = Rahanu | first3 = H. | year = 2015 | title = DAEL framework: a new adaptive e-learnnglearning framework for students with dyslexia | journal = Procedia Computer Science | volume = 51 | pages = 1947–1956 | doi = 10.1016/j.procs.2015.05.459 }}</ref> One technique to increase the perceived ease of use includes utilizing technology in which self-descriptiveness is present. This, coupled with clarity and logical flow of functions, makes the learning process easier and the interaction between the user and machine more convenient.<ref name="ReferenceA"/>

*perceived usefulness: Defined as how a student's performance, or learning performance, can be enhanced by a system. Studies show the impact of perceived ease of use and perceived usefulness and their role in a users’ decision on whether to use a system again. Scaffolding as well as accommodations to the student's learning style will help overcome limitations of system operations, as will feedback geared toward system improvements.<ref name="ReferenceA"/>

*system adaptability: Refers to the user experiences and the way in which students are given control over a system to increase confidence and comfort in their learning. In addition to implications for the system, the flow of content shouldb be logical and the tone (attitude) of content should be encouraging.<ref name="ReferenceA"/>

=== 508 Compliance & the implications for Educators ===

Educators that choose to use the CSCL environment must be aware of [https://www.section508.gov/content/learn 508 compliance] and its legal implications. “In the U.S., the criteria for designing Web pages accessibly are provided by two major sets: the W3C’sW3C's [[Web Content Accessibility Guidelines|Web Accessibility Guidelines]] (WCAG) and the design standards issued under U.S. federal law, [[Section 508 Amendment to the Rehabilitation Act of 1973|Section 508 of the Rehabilitation Act]], as amended in 1998.1 Features of accessible design include, among others, the provision of ALT tags for nontextual elements, such as images, animations and image map hot spots; meaningful link text; logical and persistent page organization, and the inclusion of skip navigation links."<ref>{{cite journal | last1 = Schmetzke | first1 = Axel | last2 = Comeaux | first2 = David | year = 2009 | title = Accessibility Trends among Academic Library and Library School Web Sites in the USA and Canada | journal = Journal of Access Services | volume = 6 | issue = 1–2| pages = 137–152 | doi = 10.1080/15367960802286286 | s2cid = 143698667 }}</ref>

Unfortunately, not all educators are exposed to these guidelines, especially if their collegiate programs do not provide exposure to the use of computers, aspects of web design or technology in education. In some cases, it may be advantageous for the educator to collaborate with an instructional technologist or web designer to ensure 508 guidelines are addressed in the desired learning environment for the CSCL.