free homework help online chat
The Impact of Online Chat Platforms on Student Learning: A Comprehensive Analysis
Online chat platforms can help integrate technology into the curriculum. The online chat platforms provide an opportunity for students to meet instructors and other students in the course, skim over material, share perspectives in small groups, and ask questions about current material. Instructors can see how students are doing, get to know their students better, help them overcome technical difficulties, and give them an opportunity in asynchronous discussions to check over each other. Unlike classroom activities, instructors can observe the chat room without actually being physically present within it. And instructors can monitor students’ work when asking students to check over one another or during forums, by instructing students to recall the thoughts of other students, thoughts that reflect an instructor’s sometimes prioritized expectations about a topic. This would have the advantage of eliciting a synopsis of the text from the student while also providing an opportunity for the student to share his or her predictions with peers. Within a classroom setting, this might pose some issues, but in a chat room setting where there is no pressure for correctness achieved by any individual student, it may be a useful technique for promoting interaction.
Online chat platforms have now become an essential part of students’ lives. Modern students have grown up with extensive use of technology and have substantial experience in online conversations. This comfort made online chat platforms an attractive tool for educational institutions to create virtual classrooms and involve students in continuous educational discussions. They are particularly useful for part-time students and can help build a community among learners from different parts of a program. Given the different time zones and the varying times that students are able to access a course from, a chat-based approach is a facility when most of the students actually submit a post-response in the end-of-week small group setting. In addition, chat sessions enable students to discuss complex material without interruptions.
Rationale and hypotheses: This study focuses on homework help. Using chat for homework help can be rationalized using different theories. The benefit of fast help for homework is supported by the scaffolding literature; the current availability of support based on other students’ work will obviously help the help-seeker. The literature on adaptive learning has shown that students have different rates at which they can process information. These theories, among others, suggest that students will benefit from chat support in help resources. Although two tutoring systems for homework have been proposed, no study has validated what students actually gain from these tools.
Chat allows help-seekers to express information in linguistic or visual ways. Moreover, chat is interactive and information can be exchanged quickly using it. Owing to these features, there are contexts in which chat is a much better tool for providing help than web-based resources. Among other contexts, homework tutoring falls in this category. Chat can easily be localized, it is widely used by net-gen students, and net-gen learners can express themselves much better using chat than through web-based tools that require them to fill in forms. Consequently, online chat systems have been made available in both commercial OLAs and open-source OLAs to support homework help.
Further, the anonymized tutor’s text only interface little provides student or admin interaction by default to allow for trust and/or community building, nor does it allow for any student to contribute other media types, which may have been a bigger reason this study found such minimal results. Another potential limitation of the tool is its real-time nature itself which may actually introduce other time constraints and dissimilar temporal requirements (necessitated by very short answers, often limited to under 4 words) that may discourage use. Finally, the global scalability of the solution present many potential financial, security, and legal challenges.
While students may be familiar with the technology, they are often not accustomed to seeking out or engaging with tutors online again resulting in minimal use. Furthermore, the writing tool itself while effective could be improved and expanded, such as adding auto-correct, type setting, multiple languages, OCR support, mobile access, and ethics mode. Additionally, the design of the system itself may provide some barriers to potential usage as crafted. For example, while the analysis showed that the high school student preferred mobile and immediately responsive conversational homework support, there are many current structural limitations that affect the service when used on a smartphone.
In a study of conventional chat for freshman projects, researchers found that after initial problems that need to be overcome such as lack of experience with real-time student interactions, scheduling and managing communication, students could hold steady, predictable communications with their team members comfortably at their own convenience.
The limitations and challenges of using a service like the one studied for homework help are a significant concern and a primary focus. Key concerns revolved around student use, the vetting process, effectiveness, and ongoing sustainability. Specifically, usage can be affected by the quality of the volunteer tutors and their abilities and familiarity to handle more advanced topics. Another concern is the potentially overwhelming effect on student usage. Even though online forums were developed to allow for anyone to ask and answer questions at any time, many of the students that need help are not adept users of chat systems often significantly limit their direct use.
Over the course of a single 3-credit course semester, students in a college course aligning with an organizational behavior curriculum utilized the aforementioned communication tool for communication and utilized it across two of three different online group assignments to understand the benefits of this integration. Utilizing constant comparative emergence as a form of qualitative data analysis, a form of thematic analysis with an inductive approach, it was found that a great deal of learning and collaborative activities were documented, allowing qualitative insights regarding how this specific platform could be applied within classroom settings.
Considering the demonstrated benefits of both synchronous interactions and online chat communications, many instructors in higher education institutions are in search of practical guides on how to best utilize and implement online chat platforms. One prominent online chat platform is Slack, an extensible messaging app with a suite of features for better professional and academic communication. At a college level, Slack boasts a dearth of benefits for both synchronous and asynchronous conversations. For the former, the app is not only compatible with a large variety of OS distributions, but also has both web and mobile clients to supplement the desktop client. Furthermore, the chat utility also comes with the capability of communicating across a variety of course group projects, as well as the legal sharing of useful links and/or personal files.
A further step includes using brain-activity measures to capture the engagement, motivational aspects, cognitive, or emotional states of users. Several recent studies suggest using electroencephalography analysis or facial expression recognition to determine how engaged a user is in the chat system. For example, recent research on proposes a virtual tutor that uses facial recognition algorithms to create learners’ engagement profiles, adjusting its behavior to the changes detected in learners’ profiles. We also expect the application of neurofeedback tools, which would enable users to be aware of and train desirable mental states, behaviors, and skills, with the ultimate goal of improved academic performance or wellbeing.
Today’s education landscape is transforming at a rapid pace, thanks to the advances made in several domains of research such as neuroscience, collaboration technology, artificial intelligence virtual assistants, sociolinguistics, computer-supported cooperative work, and the field of educational sciences itself. Strong research lines are currently devoted to topics like the educational affordances of flow theory, mobile devices use, learning analytics, games and gamification in the classroom, or to the redesign or development of novel collaborative technologies to foster a positive collaborative learning experience. In this sense, virtual assistants can play a crucial role in any educational chat architecture by implementing automatic control rules, user event triggers and time-driven automatic messages, based on the behavioral (or educational) log that analyzes the chat dynamics in real time.
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