Design principles for internet skills education: results from a design-based research study in higher education

The current generation of students lives in a globally connected world where Internet technologies are ubiquitous. As a result, they learn how to use various digital tools from a very young age, although, for the most part, the skills they develop are not adequate to use internet technologies in academic settings effectively. Additionally, while digital skills are essential in Higher Education (HE), developing programs for the effective use of internet technologies is still an issue in question. Research lacks empirical investigations regarding the design of such programs. To address this gap, the authors applied a design-based research (DBR) methodology to empirically explore an instructional intervention that aimed to enhance undergraduate students' digital skills for the effective use of the Internet during their studies. Specifically, the authors drew from multiple sources and utilized a triangulation approach to interpreting the findings emphasizing the aspects of digital skills development and assessment and learning design. The results clearly show that the project-based learning intervention and the proposed design principles can positively impact digital skills development and support learning in academic settings. The authors conclude with implications for further research in the field focusing on digital skills frameworks, assessment instruments, instructional approaches, and learning content.

The online version contains supplementary material available at 10.1007/s43545-022-00428-2.