Using Forums and Assessments as Motivational Tools in E-learning Courses: a Case Study

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1 Using Forums and Assessments as Motivational Tools in E-learning Courses: a Case Study Mario Muñoz Organero, Carlos Delgado Kloos Abstract - The success or failure of e-learning courses depends not only on the design and quality of the learning materials but on the ability to motivate students to study them. Motivational factors are of the uppermost importance in e-learning courses since the motivational impact of the student-teacher proximity obtained in faceto-face education is normally not achievable. This paper makes an analysis about how to make use of some of the tools available in e-learning systems to try to motivate students. The paper makes a general review of the available tools and takes a special interest in forums and assessments. The results are validated based on the experience obtained from the teaching of the subject Internet Society. This subject is offered to the students of all the six public Universities in Madrid (Spain) using a Moodle based e-learning platform. The experience has studied the behaviour of 60 students and their reactions to several motivational stimuli based on forum participation and assessments. Index Terms assessments, case study, forums, motivational factors in e-learning courses. INTRODUCTION Motivational factors are of the uppermost importance in e- learning courses due to the fact that they oriented to compensate the lack of traditional face-to-face interactions and to maximize the learning outcome of the process. Although the motivational impact of the student-teacher proximity obtained in face-to-face education is normally not achievable, the environment in which e-learning activities take place offers other interesting sources of motivation. This paper examines how to make the best use of two particular e- learning tools (forums and assessments) to motivate e- learners. Among the theories that describe motivational factors in training, one of the most successfully deployed is the ARCS theory, proposed by Keller []. According to this theory, there are four factors that influence and maintain students' motivation: attention, relevance, confidence, and success. Following this theory, Taran [] proposes 0 techniques for capturing and sustaining students' attention while learning online. These techniques capture both perceptional and operational issues. In the same line, the Atgentive project [3] is designing attention driven e-learning platforms which try to motivate students by measuring their state of attention and providing some mechanisms to enhance it. Both [] and [3] focus mainly on how to design and present contents in e- learning platforms so that the motivation (attention) of the student is captured and sustained. We take a tool-based complementary approach in this paper. We examine how to use two particular e-learning tools (forums and assessments) in order to maximize the students motivation. This approach complements previous studies related to the use of forums (such as in [6]) and assessments (like in [7]) in e-learning scenarios taking into account their motivational impact. Forums provide a guided collaborative environment in which knowledge can be built and shared. This paper presents some metrics that can be used to evaluate the quality of the messages posted by every student so that the activity in the forums can be marked. This paper also studies the correlation between the amount and periodicity of the guidance that the teacher introduces in the forum and the amount and quality of student messages. The relative percentage of the mark obtained by participating in forums with respect to the final mark is also analyzed. Assessments not only provide a way to measure the performance of students but can also be used proactively to motivate the study process. This paper makes an analysis about how different factors such as grades, time constrains and personalization, can have a positive or negative impact on student motivation. The results are validated based on the experience obtained from the teaching of the subject Internet Society. This subject is offered to the students of the six public Universities in Madrid (Spain) using a Moodle based e-learning platform. The experience has studied the behaviour of 60 students and their reactions to several motivational stimuli based on forum participation and assessments. The paper is divided into 5 sections. The first section, this one, contains an introduction of the paper motivating its reading and relevance. The second is dedicated to describe the scenario that we have used to carry out the experiments that study the different impact of several motivational factors related to the student participation in forums and assessments. The third section describes the mechanisms, experiments and results related to motivational factors in forums. The fourth section does the same for assessments. The final section captures some conclusions about the research experiences described in the paper. Mario Muñoz, Telematics Engineering Department, Universidad Carlos III de Madrid, Spain, munozm@it.uc3m.es Carlos Delgado Kloos, Telematics Engineering Department, Universidad Carlos III de Madrid, Spain, cdk@it.uc3m.es TD-

2 A PRACTICAL SCENARIO TO STUDY MOTIVATION IN E- LEARING In the following sections, we are going present the results of different experiments that we have defined and carried out dealing with the impact that some forum and assessment related variables have in order to motivate students in e- learning courses. We dedicate this section to present the scenario in which the experiments have been performed. There are 6 public universities in the Madrid area in the center of Spain. These universities are currently involved in an e-learning based inter-university initiative that offers e- learning courses that can be taken by any student in any of the participating universities. The name of the program is ADA- Madrid [4] and the participating universities are: Universidad Carlos III Universidad Autonoma Universidad Politécnica de Madrid Universidad de Alcalá Universidad Complutense Universidad Rey Juan Carlos The program offers 46 different subjects in different areas. Each subject is offered to a maximum of 60 students per year. The particular scenario used in this paper is related to one of these subjects called Internet Society which has been taken by the maximum of 60 students. The experience uses the Moodle [5] based e-learning platform offered to the students in ADA-Madrid in the framework of the particular subject of Internet Society. This platform, or LMS (Learning Management System), offers the following services to the students (among which the professor can decide the importance of each for the subject): Access to the e-learning contents. The professor designs and uploads different learning units and decides when each unit will be visible to students. News. A one way communication tool by which students are informed of the relevant issues related to the subject. Calendar. Every student can see the important dates in which he or she has to do something. Assessment tool. Students can have access to the different assessments introduced by the professor. There are two types of assessments: self-assessments that do not have an associated mark and evaluation assessments in which the performance of the students contributes to the final mark in the subject. Forums. The professor creates the forums and the main thread of discussions but students are allowed to create their own threads. Other awareness and management related tools such as knowing who is connected to the platform of being able change the access password. We are going to concentrate on forums and assessments in this paper. Figure shows a screenshot of the course as seen by students. The center of the screen captures the learning materials that are available at a particular moment. The left side of the screen has links to the different e-learning services available in the platform as mentioned in the previous paragraph. The right side of the screen is dedicated to the announcements that the professor has introduced in the platform so that students can know what they should do during the following days (the contents are in Spanish since the subject is taught in this language). FIGURE LMS USED IN THE PRACTICAL EXPERIENCE. USE OF FORUMS AS A MOTIVATIONAL TOOL Forums are asynchronous collaborative tools used in e- learning platforms to promote the sharing of knowledge by the use of moderated or non moderated discussions. The idea is that what a student may need to know is probably also valuable knowledge for other students. By sharing ideas and impressions, the knowledge is spread inside the learning community in a collaborative way which can contribute in a multiplicative way to the learning outcome of every participant. However, participation in forums is not always seen by students as a so beneficial mechanism. Sharing knowledge can be seen as a waste of competitive advantage, especially if students consider e-learning courses as a competition to try to be the best of the class. The lack of time is another negative contributor for the students participation in forums. This is even more relevant for students that have better intellectual skills, since they receive little from their participation in forums as compared to other ways of learning. In order to surpass these obstacles, professors and teachers should be able to motivate the students so that they see their participation in forums as something useful for them. We have defined, studied, analyzed and validated some motivational mechanisms that can be used in forums. We dedicate this section first to present the mechanisms and then to show the TD-

3 experimental results in a real e-learning course of 60 students from 6 different universities in the Madrid area in Spain. We propose the following motivational mechanisms: Peer-review of the quality of the posts by other students. Intelligent marking of the contributions to the forums Periodical interventions from professors to the forums The first mechanism is based on peer review. Every student is able to give his or her opinion about the messages posted by other students. We have used three different values from which the student has to choose one: relevant, average, not so relevant. By using the information in this peer review process we generated a weekly ranked list of the higher ranked students. At the beginning of the experiment we thought that this feedback could be a motivational factor for students to participate in forums but we also thought that the information obtained from this process could not be used as part of the final mark that the students get for the entire subject. The reason was that students could see other students as competitors and psychologically conscious or unconsciously penalize them. However, in the middle of the experience we discovered a method that can be used to prevent this kind of behavior. The idea is to consider the opinions about every message posted as a random variable γ. This variable can take the values: for relevant, for average and 0 for not so relevant. This random variable has a mean μ. We calculated the following expression for every student: σ j = γ i - μ i / n Being: j the particular student giving opinion about other students i the identifier of every message evaluated by user j. n the number of messages evaluated by j. γ i the value assigned by user j to the message i μ i the mean value given by all the students to the message i. If σ j is greater than a particular threshold (we have taken 0,8 as an acceptable value) it indicates that this student is badly ranking the messages posted by other students. By using this to penalize the final mark from student j we can motivate him or her to be fair with his or her opinions. The second motivational mechanism we have used is based on the intelligent marking of the contributions of the students to the forums. The idea is to give some points of the final mark to students according to the number and the quality of messages posted to the forums. As the number of messages tends to be big (especially if students are motivated) this is done automatically by the system using the following criteria per student: The number of messages posted The average length of the messages The average number of replies per message from the rest of the students The average number of times a message is referenced by other messages The first two elements are used to evaluate the quantity of the messages while the last two are designed to evaluate the quality. The idea is that students should know beforehand that they are gaining some points in the final mark, according to the criteria we have just mentioned, so that they are motivated to participate in a way they contribute to the learning interests of the other students. In order to quantify this motivational factor we have carried out the following experiment. We have equally divided 30% of the final mark into 5 different forums that have been active during 5 consecutive days each. With these timeframe we have been able to cover the entire subject having a single forum active at a time. We have also created an extra forum, which is not taken into account for the final mark, that has been open all the time during the entire subject. With this experiment we have been able evaluate the difference in the participation of the students when they know that they are gaining some points and when they know that they are in the contrary case. Moreover, we have been able to compare the evolution in motivation as time passes by comparing the participation in the different forums. The results are captured in table. TABLE I NUMBER OF MESSAGES POSTED PER FORUM Forum Number of messages posted Extra forum 4 The first thing that we can see in the previous table is that there is a big difference between the participation in the forums that are counting for the final mark and the one that is not counting. The difference is big enough to show the importance of this factor in the motivation of the students. The second interesting thing is that there is a curious pattern in the number of messages posted to the different forums as time passes. The first forum is able to motivate the students as they start with the new subject full of energy. But the motivation falls in the second forum. We think that this is due to the fact that students already know that the have earned some points from the first forum and tend to relax. However, the relaxation period is short since the motivation grows again in the third forum (they know they have obtained only a few points from the second forum and they tend to compensate by increasing their participation in the third forum). This pattern is repeated until the end of the subject. The participation in the final forum is also influenced by the fact that it is their last chance to get points before the subject ends. TD-3

4 We have studied a third motivational factor: the messages posted by the professor to the different forums. As the number of messages from the professor increases the students get more information to discuss and to look into. They are also more motivated to participate since they know their comments are been watched by the professor itself and not only by other students. We have measured the influence of this factor. Let s show the results of the experiment carried out in the first forum in table (the results for the other forums is similar). assessments can be used as motivational tools in e-learning courses although we have concentrated our experiments on grade-oriented assessments. The first thing that we played with in order to motivate students was the percentage of the final mark assigned to assessments. We have created three different types of assessments for this purpose. The first one counted nothing, the second one counted 0% and the last one counted 50% of the mark. The results are captured in the following table. TABLE II NUMBER OF MESSAGES POSTED IN FORUM PER THREAD Threads in forum Posts by the professor Total number of posts Except for the thread number 5 in which there was a significant participation of the students with little participation of the professor, the rest of the threads show a clear correlation between the number of messages posted by the professor and the messages posted by students. A larger contribution from the professor results in a higher motivational level in the student. The thread number 5 is special in the sense that it was created to make students introduce themselves. Students in e-learning courses do not normally have the opportunity to meet face-to-face with each other making it more difficult to create social networks among them. We have tried to mitigate the negative impact that this factor could have for students in their participation in collaborative tools like forums by creating thread number 5 in forum. We can see that the number of students participating is 45 out of 60, having a single message per student (and professor) introducing him or herself USE OF ASSESSMENTS AS A MOTIVATIONAL TOOL Assessments are also a very important part in e-learning courses since they are able to measure the differences between what the student knows and what he or she should know. In this section we present some ways in which assessments can be used as a motivational tool in the e-learning processes and the results of some of the experiments we have carried out in the same framework as mentioned before. Assessments can be categorized in two groups: selfassessments and grade-oriented-assessments. Self-assessments allow students to detect the points that they know, and what is even more important, the points that they do not know in the subject so that they can concentrate their time in the study of what is really important for them in a more personalized way. Grade-oriented-assessments allow professors to know what the students have learnt and to assign marks to them. They can be used all along the course so that learning problems can be detected and corrected as soon as possible or they can be used at the end of the course as a validation tool of the final outcome of the learning process. Both self and grade-oriented TABLE III NUMBER OF STUDENTS TAKING THE ASSESSMENTS Type of assessment Number of students that took it (0% of the mark) 6 (0% of the mark) 5 3 (50% of the mark) 55 As the percentage of the final mark assigned to the assessment is increased the number of students interested in taking it also increases. This is something everybody expects in normal courses. But what is even more relevant is that there is a big difference between giving a small part of the final mark (0%) with respect to giving nothing (0%) and there is only a small difference when we increase the given points from 0% to 50%. Students are motivated when they now they are earning some points and a small percentage of the final mark is enough to motivate them. The experiment shows that even assigning 50% of the mark to one assessment is not enough to capture the interest of all the students (in our experiment we had 60 students as we have mentioned before). This is because some students abandon the subject before the end due to several reasons: lack of time, incompatibilities with other subjects or other unexpected changes in their learning environment and objectives. In our case, only 55 out of 60 students finalized the course. The second thing we studied was the influence that the particular moment in time along the course timeframe when the assessments were carried out had in the percentage of the number of students that took them. In order to measure this we created two equally valued assessments (both counting 0% of the final mark) and we put the first one in the middle of the course and the second one towards the end of it. Table 4 captures the results of this experiment. TABLE IV NUMBER OF STUDENTS TAKING THE ASSESSMENTS Moment of time Number of students that took it In the middle of the course 49 Towards the end of the course 5 The experiment shows that there is no big difference between them. Equally valued assessments tend to motivate students in a similar way. The third and last thing we studied was the activity of the students in the learning management system compared to the times in which assessments where required. This gives us an idea about the motivational impact of assessments compared TD-4

5 to the rest of motivational factors during the course. We have selected 3 students to try to categorize the behavior of all types of students. We have selected the student that obtained the best mark at the end of the course, the student with a mark in the middle of the list and the student with worst mark that was able to pass the subject (failing students were not considered since many of them did not take the assessments). The results are captured in figures, 3 and 4. These figures represent the number of accesses to the platform per day during the course (from November the nd to the February the st ). One of the first conclusions that can be taken from the comparison of figures, 3 and 4 is that students with a better performance tend to connect more to the platform than students with a worse performance. But our objective here is to try to see if there is a correlation between the number of accesses to the platform and the dates of the assessments. The two assessments that required the study of the learning materials in the platform where taken on December the 5 th and on January the 8 th. Figure shows that the best of class student tends to organize the study time uniformly during the course. The days in which assessments are taken are days in which the activity is high but in the same order of magnitude as other days in which there were no assessments to be taken in the platform. Figure 3 shows that there is a bigger correlation about the activity in the platform and the dates of the assessments for a student in the middle of the list, especially regarding the second assessment. However, the activity is again spread along the entire subject. We think that this is because of the other motivational tools that we have introduced in our experiment, especially the one commented in the previous section. Figure 4 shows the activity in the platform of a student that passed the subject with a 50% (which in our case is the threshold between passing and failing). The activity is minimal but is highly correlated with the first assessment (this student did not take the second assessment). Comparing the results is figures, 3 and 4 we can say that there are two types of students: those interested in learning and those interested in passing the subject. Students interested in learning show a flat connection pattern which is spread all over the time while students interested in passing the subject are more assessment-driven. We can conclude that the motivational impact of assessments is bigger for the second type of students although is important for all of them. FIGURE ACTIVITY IN THE PLATFORM OF THE BEST OF THE CLASS STUDENT. FIGURE 3 ACTIVITY IN THE PLATFORM OF A STUDENT IN THE MIDDLE OF THE RANKING. FIGURE 4 ACTIVITY IN THE PLATFORM OF THE WORST STUDENT PASSING THE SUBJECT TD-5

6 CONCLUSIONS The paper has presented some results about how different motivational factors can have an influence in the behaviour of e-learners by using a practical e-learning scenario. Regarding forums, we have analyzed the following three factors: peer-review of the quality of the posts by other students, intelligent marking of the contributions to the forums and periodical interventions from professors to the forums. We have seen that assigning a percentage of the final mark to the participation in forums has a direct and positive effect on the motivation of students. In order to be able to do this, we have defined how to measure the participation in forums. The amount of guidance provided by professors has also a direct and positive impact in motivation. Regarding assessments we have seen that assigning them a percentage of the final mark has a direct and positive effect on the motivation of students but the how big is this percentage is not so relevant. We have also found out that the motivational impact of assessments does not depend on the relative moment in which they take place inside the course timeline. Finally, we have also seen that the motivational impact of assessments is very different depending on the type of student. Students that are interested in the subject tend to study all along the course while students only interested in passing the exam tend to study only before the dates in which the assessments are carried out. REFERENCES Use the following as the guide for references: [] Keller, J.M., Motivational design of instruction. In C.M. Reigeluth (Ed.), Instructional-design theories and models. Hillsdale, NJ: Erlbaum, 983. [] Taran, Carmen, "Motivation Techniques in elearning," icalt, pp , Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05), 005 [3] The Atgentive project. Available on-line at: Last visited on March 007. [4] The ADA-Madrid Project. Available on-line at: Last visited on March 007 [5] The Moodle LMS. Availble on-line at: Last visited on March 007 [6] Corich S., Kinshuk & Hunt L. Using discussion forums to support collaboration. Third Pan Commonwealth.Forum on Open Learning, 4-8 July 004, Dunedin, New Zealand [7] F Mödritscher, S Spiel, VM García-Barrios. Assessment in E- Learning Environments: A Comparison of three Methods. Proceedings of SITE, 006 TD-6

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