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

Abstract

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.

Discord and Teamwork in Children of the Peruvian Highlands

“…Similar results were achievedHeinrich et al (2022)with students from New Zealand, who demonstrate that using Discord or Teams increases communication and knowledge exchange between students and teachers. Teams is protection in environments with formal group work, while Discord allows you to establish communication channels beyond courses, connecting students of all levels.…”

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

“…We suggest that support for online learning commons requires a shift from full institutional control, as established in institutional LMS, to sharing power with the members of the wider learning community, as shown in Discord and to a lesser extent in Teams. We discuss these points in an upcoming publication (Heinrich et al, 2022).…”

An Analysis of Students Preferred Mode of Communication on a Pre-Degree Language Course Moodle Page at the University of the South Pacific

“…New features are continuously developed in Moodle (Holbl & Welzer, 2010;Aliyu & Arasanmi, 2019). The research establishes the importance of the increased levels of communication by highlighting the effects on student learning and connections to others (Heinrich, Thomas, & Kahu, 2022). It is easy to use, cost-effective, and flexible (Baig, 2017).…”

“…Through Moodle's usage, certain issues have been uncovered including usage and usefulness of communication capabilities (Holbl & Welzer, 2010). Educators and students benefit from using strong chat tools with improved information and knowledge exchange (Heinrich, Thomas, & Kahu, 2022). In contrast, forums, chats, blogs, wikis, and other similar elements are in high percentage unused by the students (Holbl & Welzer, 2010).…”