‘A sense of community and camaraderie’: Increasing student engagement by supplementing an LMS with a Learning Commons Communication Tool

Kahu, Ella R; Thomas, Heather; Heinrich, Eva

doi:10.1177/14697874221127691

Cited by 8 publications

(4 citation statements)

References 39 publications

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“…It can undermine students' feelings of relatedness, one key component within enhanced proficiency levels among learners (Han, 2021;N. D. Vega et al, 2023;Wehmeyer et al, 2017) Our study aligns with recent research trends emphasizing psychological needs alongside pedagogical methods for achieving optimal educational results within digital classrooms (Kahu et al, 2022;Lin et al, 2017;N. De Vega & Nur, 2022)…”

Section: Introductionsupporting

confidence: 81%

Enhancing English Learning: Self-Determination in Indonesia Digital Classrooms

De Vega,

Rahayu

2023

ins

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This study explored the experiences of students with technology-integrated English language instruction at two Indonesian universities, Universitas Borneo Tarakan (UBT) and Universitas Sawerigading Makassar (UNSA). The primary aim was to understand the influence of perceived autonomy, competence, relatedness, and motivation levels on English language learning outcomes. Utilizing a mixed-methods approach that combined survey data and thematic analysis of interviews, we found that students generally reported high levels of these factors. Minor differences were observed between UBT and UNSA in terms of perceived autonomy and competence-relatedness. Positive correlations were identified between these factors and improved performance in English language learning; for example, autonomy positively correlated with English learning outcomes (r = 0.60*), as did competence (r = 0.65*), relatedness (r = 0.62*), and motivation levels (r = 0.70*). These findings highlight the importance of fostering learners' sense of autonomy, competence building, and relatedness in technology-enhanced instruction settings to promote intrinsic motivation according to Self-Determination Theory (SDT). Further research is recommended to explore other potential influencing factors such as individual attitudes towards technology or external factors like teaching quality or course design.

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Section: Introductionsupporting

confidence: 81%

Enhancing English Learning: Self-Determination in Indonesia Digital Classrooms

De Vega,

Rahayu

2023

ins

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“…Individual coding was followed by combining all codes, discussing and re-reading interview sections. From these analysis processes, two major ideas emerged: the nature of the communication spaces created by the tools (the focus of this article), and the impact of the communication on the students' engagement and learning (see Kahu et al, 2022).…”

Section: Methodsmentioning

confidence: 99%

An exploration of course and cohort communication spaces in Discord, Teams, and Moodle

Heinrich

Thomas

Kahu

2022

AJET

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This research examined the impact of supplementing a learning management system, Moodle, with communication tools, Discord and Teams, to support communication in blended and distance undergraduate courses in computer science, information technology, mathematics and statistics at a New Zealand university with well-established use of Moodle. Nineteen students participated in semi-structured interviews. Findings show that adding Discord or Teams increases information and knowledge exchange and helps students to connect with peers and teachers in their courses. Teams was beneficial particularly in settings with formal group work. Discord, which enables both students and staff to set up additional communication channels that are not restricted to course enrolments, was instrumental in connecting students across year levels with peers and alumni. This enabled discussions on course selection, career options and disciplinary topics beyond the course curriculum. Importantly, these beyond-course communication spaces nurtured belonging to wider discipline and study communities. The research establishes the importance of the increased levels of communication by highlighting the effects on student learning and connections to others. Looking beyond the specific tools, the level of formality and the degree of student co-ownership are identified as key factors in supporting the within- and beyond-course communication spaces. Implications for practice or policy: Learning management systems provide valuable course support but do not meet all learning and teaching communication needs, partly due to their formal and university-controlled nature. Educators and students benefit from using strong chat tools with improved information and knowledge exchange. Both educators and students experience enhanced belonging when using collaboration and chat tools. Students value Discord’s informality and student-led characteristics. Educators who use Teams to support formal group work must carefully manage integration with Moodle.

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“…Students had the opportunity to engage in real-time discussions, ask questions, and receive immediate feedback from both their peers and the instructor. As reported elsewhere, the platform facilitates seamless communication and enhanced student-teacher interactions, fostering a sense of community and active multiple dimensions of engagement within the virtual classroom (Aguilar and Torres, 2021;Kahu et al, 2022). primary roles of AI in the course was to facilitate effective online communication and collaboration.…”

Section: Description Of the Coursementioning

confidence: 96%

Exploring undergraduates’ perceptions of and engagement in an AI-enhanced online course

Sadegh-Zadeh,

Movahhedi,

Hajiyavand

et al. 2023

Front. Educ.

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In the age of globalization, an internet connection has become essential for enhancing various human activities across the economic, cultural, and defense sectors, among others. This is particularly true for online classrooms. Microsoft Teams, a widely used digital education platform, provides capabilities that allow online teachers to facilitate better interactions and create more effective learning environments in online settings. This study aimed to explore students’ perceptions of synchronous online learning that occurred in an AI-enhanced online course, delivered using MS Teams. As an explorative study that examines the educational intersection of engineering and artificial intelligence, it represents the convergence of these two branches of learning and thus enriches both fields. The research involved 35 online students at the Staffordshire University, with data collected via online questionnaires to gather information about students’ perceptions of online learning through Microsoft Teams. After completing the online course materials, the questionnaires were distributed to students via Google Forms. The data were then descriptively analyzed. The study’s findings revealed that although online learning through Microsoft Teams was a novel experience for the students, the platform’s interactive and engaging learning environment motivated them to participate more actively, ultimately leading to a better comprehension of the course materials. Incorporating AI-enhanced features within the Microsoft Teams platform further augmented the online learning experience, as students appreciated the personalized learning recommendations and real-time feedback, which showcases the synergistic potential of AI and education in the digital age.

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‘A sense of community and camaraderie’: Increasing student engagement by supplementing an LMS with a Learning Commons Communication Tool

Cited by 8 publications

References 39 publications

Enhancing English Learning: Self-Determination in Indonesia Digital Classrooms

Enhancing English Learning: Self-Determination in Indonesia Digital Classrooms

An exploration of course and cohort communication spaces in Discord, Teams, and Moodle

Exploring undergraduates’ perceptions of and engagement in an AI-enhanced online course

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