LTI applications
LTI stands for Learning Tools Interoperability, it is a standard for the connection between learning tools and learning platforms like Learning Management Systems (LMS) [60]. The benefit of LTI applications is that schools are more likely to use these applications, because they match the LMS that they already uses.
Advantages
• More likely to be accepted by schools Disadvantages
• Most applications using LTI are subscription applications, financially this could be an objection
TELT solutions
The University of Twente has a team that is specialized in helping teachers find solutions to their educational challenges. The team is called TELT, which is an ab- breviation for Technology Enhanced Learning and Teaching [61]. On the site of the team they promote several applications that they tested and approved as a solution
to educational challenges. Interesting tools for this research are; Eurekos, Future- learn, and Canvas.
Eurekos Eurekos was previously know as Mentorix, it is an application that facili- tates blended learning, integrated use of multimedia and social media, and intuitive course building [61]. The TELT team however has stopped this pilot, because the functions are also covered by Canvas, and Canvas is currently the official LMS of the University of Twente [61]. Eurekos uses analytics to show the student their progress with the learning goals in relation to other students. The application combines ana- lytics with gamefication [62]. In figure3.10a student view is shown of the analytics and the benchmark of the class. Next to presenting the results as grades the appli- cation uses a spider chart to show how the student achievements on different topics. By showing the progress of the student in comparison to the other students a sense of community is created [62].
For the communication between students and the teaching staff Eurekos has two features. The first is called Communities, these are a form of discussion boards. The team of Eurekos mentions that discussion boards could be seen as outdated, but they believe that the discussion boards would be more effective if they have an interface comparable to social media [62]. The second feature is the Social Hub, as mentioned before the Eurekos team has taken the interfaces of social media as an example for communication. In the Social Hub several social media channels are connected in such a way that communication and sharing between teachers and students can be done through cross-channel communication [62].
Advantages
• This application integrates several communication-channels which can be help- ful to stimulate the asking of questions via a discussion board or social media • The analysis of the student results can be a solution for lagging students, if
the student become aware of their progress compared to the rest of the class it could stimulate them to work harder to get to the same exercises as the rest • Sence of community
Disadvantages
• See disadvantages of discussion boards, the last hi-fi educational solution
FutureLearn FutureLearn is a MOOC2platform. The platform engages the learner in online learning activities, this form of learning is called social learning [61]. On
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Figure 3.10: Eurekos, student view of their results and the benchmark of the class [62]
the platform students can join free courses in an online environment. The social interaction is done via discussion platforms, commenting on each other and by fol- lowing other people [63]. The courses in FutureLearn are based on the principals of effective learning. The course include storytelling, discussions, visible learning, and online community support [63].
Advantages
• This platform works online, therefore the questions and answers in their tutori- als are also dealt with online, this could be used.
Disadvantages
• The TAs mentioned that they did not want to answer every question online, because they think it will take more time to write out the answer in comparison to face to face help, see appendixM.
Canvas At the start of the academic year of 2018/2019 the University of Twente switched from Blackboard to Canvas. Canvas is a LMS where teachers can cre- ate courses and add participants. The system has in terms of collaboration, self study and tutorials the following features that are of interest to this research; con- versations, discussion platform, conferences, chat, and groups. Canvas is able to incorporate other learning tools that have a LTI connection to Canvas. Conversa- tions is the messaging tool within canvas that eliminates email between users of the same course, as they can now converse within Canvas. The discussion platform is used for interactive conversations between several people of the same course. The discussion platform can be used as a forum, but also as an assignment by giving a grade to the users in the discussion [64]. When a group needs to converse in
real time the conference tool can be used. Another real time communication tool in canvas is the chat feature. When a teacher wants the students to collaborate on assignments groups can be made within canvas, the students can then share and work within that group environment [64].
Advantages
• Every student has acces to Canvas • Students are familiar with LMS’s
• The chat function of the LMS could be used to give answers to short questions of students during the tutorial.
• The discussion board could be used for frequently asked questions
• The groups could be made to have students help each other solve their ques- tions and assignments
Disadvantages
• The same disadvantage as the application above, that the TAs do not want to answer questions online
• Disadvantages of a discussion board
• The conference feature is not needed during tutorials, because the TA will be available in person
TA-HelpMe
A solution to the hand raising problem that was designed by a Computer Science student of the University of Twente is a web application called TA-help.me. Several teachers mentioned TA-HelpMe in their interviews, they explained how TA-HelpMe solved the hand raising problem in their tutorials. The web application works with lists, that are created by the teacher or the TA. The students can then add them- selves to the lists. The help is than given to the students in an first-in-first-out (FIFO) order. The titles of the lists varied in each course, they even varied between different tutorial rooms of the same course. Examples of lists titles are:
1. Questions 2. Sign off
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4. Questions about design 5. Programming questions
These titles show that there are two reoccurring subjects in the titles, namely Sign off and questions. TA-HelpMe was created by Aron van Harten, a student of the Uni- versity of Twente, who noticed that the Computer Science tutorials lacked efficiency in terms of the queuing of who wants to ask a question. In the application the TAs can choose who they want to help by clicking a green check-sign after the name of the student. The student will then get a notification that it is their turn, and that they should raise their hand to show the TA where they are sitting. This system allows the students to add themselves to a waiting list, while they are waiting on help they can continue with other questions, or work on something else. The TAs get an overview of who is waiting the longest on help, and they can specify lists by giving them a meaningful title.
Advantages
• Hand raising problem, where students cannot continue to work while they wait for help
• TAs don’t have to shout to find the student who is next in line for help • Students who have waited the longest will be helped first
• Students who have solved their question on their own can remove themselves from the list
Disadvantages
• Inconsistency in list title names
• When several students have the same question they will be helped separately instead of together
• Students can request help without consequence, resulting in the TAs showing the waiter behavior that was mentioned in section1.1.
• Students do not specify their questions, therefor the TAs have to make lists for every category they want to handle separately
Discussion board
Internet forums have been around for a long time. Most learning management sys- tems have included internet forums in their system often related to as discussion
board. A discussion board is a web based application that us used to publish user- generated content structured as a discussion [65]. Davies and Graff state that on- line discussions promote self centered learning [13]. They support this claim with the assumption that online interaction is less intimidating and that there is less time pressure when you discuss online [13]. Graff and Davis researched the relation- ship between the online participation and the grades of students. Students that had higher grades participated more that students with mid range grades or low grades and the students with a failing grade participated considerably less than students with a low grade. However, more participation did not necessarily result in a better grade [13], [14], [66]. The students tended to direct more posts to their tutors. The tutor directed posts resulted in higher grades, and the peer to peer posts did not affect the grades. The peer to peer posts did provide support and a sense of com- munity. Graff and Davis claimed that the peer to peer posts might help the students to be involved and to not quit the course due to the community feeling. Ponnusamy explained that students spend more time preparing for a post on a discussion board, than they would for face to face discussions [67]. According to Ponnusamy, student feel that posts online are more public and permanent.
Next to the effect on grades, Graff and Davis found that providing a discussion board on its self does not improve the learning of the students. This was supported by the research of Ochea et al [14]. Ochea’s research showed that user of a discus- sion board do not necessarily know the purpose and therefore use it incorrect [14]. The instructor needs to play a big role as moderator in the discussions, to make the discussions reach their learning goals [14], [15]. In the same article is stated that the users do not view the discussion board as a learning tool, but as a communication platform to discuss organizational issues on [14].
The advantage of using a online discussion board is that students can choose their own study time and place [68]. Further, the students are more involved, the quality of discussions is better than that of face to face discussion, and the feeling of an online community can affect students positively [13]. When the activity level is visible the teacher can intervene earlier in the course and help students get more in- volved [68]. Online discussions lead to high levels cognitive engagement and critical thinking [69]. Students self reported perception of learning is higher with discussion boards [14].
Disadvantages are that online discussion board take a lot of time from the sup- porting staff. Staff members read three times more messages in comparison to students [70]. In order for a discussion board to be effective the instructor needs to be involved as a initiator and a moderator of the discussions [14], [15]. Students who are new to the material semantics might find it hard to find the right discussion of advanced topics [71]. Online discussions are of less value if face to face communi-
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cation is easy to arrange [14]. Students read more posts than they write, which is an advantage and a disadvantage, because some students are scarred to post online because it is to permanent and public [67]. A way to help scared students post more is by making the posts anonymous. Badawy found that 30 percent of the students in that study would post more if posts were anonymous [70]. However, 15 percent of the students of the same study mentioned not to trust anonymous posts [70].
Advantages
• Students choose their own study time and place • Students are more involved
• Feeling of an online community
• Monitoring the activity and intervening is easier for a teacher • Higher levels of cognitive engagement and critical thinking • Self reported perception of learning of the students is higher
• If all questions would be asked through a discussion board, the questions would ideally be asked and answered only once
• Students can review the questions at their own pace • Students don’t need to raise their hand to ask a question Disadvantages
• The supporting staff needs to make more hours
• Supporting staff need to monitor and moderate the discussions for them to be effective
• If face ton face communication is easy to arrange the online discussions have less value
• Some students are scared to post online