WEB-BASED COMMUNITIES IN E-LEARNING

Gavin McArdle, Teresa Monahan and Michela Bertolotto

School of Computer Science and Informatics,

University College Dublin, Belﬁeld, Dublin 4, Ireland

Keywords:

Web-Based Education, Virtual Learning Communities, Social Awareness, Virtual Reality, M-Learning.

Abstract:

E-learning is a growing online service, its convenience appealing to many users. An abundance of e-learning

applications have been developed which provide many features aiding both tutors and students. However,

despite the growth and development of online communities in other areas, the effective establishment of these

communities within e-learning is still lacking. Communication and social interaction among students forms an

important part of any learning scenario. Therefore, it should also be provided for online learners. This paper

presents guidelines for the development of e-learning systems which foster the establishment of communities

and encourage interaction among users. The paper describes CLEV-R, our own development which employs

these techniques to realise an effective online learning community.

1 INTRODUCTION

Web based applications and services have been grow-

ing immensely over the last decade. One of the most

popular of these online services is e-learning (Hiltz

and Turoff, 2005). Its use by universities and other

teaching institutions has increased greatly since its in-

troduction and it is now well established and a univer-

sally accepted medium for learning. The Internet is

ideal for dispersing learning content as it is widely

available, provides quick access to information and is

cheap and convenient to use.

Continuing developments in technology over the

last few years have seen the increasing availabil-

ity of broadband and vast improvements in network-

ing performance. These improvements have facili-

tated the provision of sophisticated and complex on-

line services such as e-commerce, online banking, e-

government etc. E-learning has also beneﬁted and the

available websites are no longer simply repositories

of course materials which students access. Nowa-

days entire systems are being developed to help man-

age learning content and to support both course in-

structors and students. These systems are known as

Learning Management Systems (LMSs) or Course

Management Systems (CMSs) and examples include

BlackBoard (BlackBoard, 2006) and Moodle (Moo-

dle, 2006). They normally provide a course tutor with

ways to create and deliver content, monitor student

participation, and assess student performance. They

also provide interactive services for students such as

discussion boards and forums.

To some extent, these systems mimic the learn-

ing scenario experienced in a real college or univer-

sity. Tutors provide course notes, set assignments and

tests for the students and then monitor their progress.

However functionality for social interaction within

these systems is often limited to discussion boards

and forums, which can fail to create a true sense of

community among users. Many studies have shown

the importance of social awareness in any learning

situation (Redfern and Naughton, 2002) (Laister and

Kober, 2002). Therefore, an effective e-learning en-

vironment should support and promote a strong sense

of community among users. These learning commu-

nities should aid students in their education while also

bringing a social aspect to the activity.

In order to achieve this, more interactive tech-

niques are required. We believe that newly emerged

technologies such as instant communication, ﬁle shar-

ing and multimedia, which have all proved popular

for building interactive communities in other online

265

McArdle G., Monahan T. and Bertolotto M. (2007).

WEB-BASED COMMUNITIES IN E-LEARNING.

In Proceedings of the Third International Conference on Web Information Systems and Technologies - Society, e-Business and e-Government /

e-Learning, pages 265-272

DOI: 10.5220/0001264802650272

 SciTePress

domains, can also be applied to great effect within

the e-learning sector. They not only allow students to

interact freely but also create a more motivating and

stimulating environment in which to learn. Some of

these issues have been addressed in other e-learning

applications. In particular, the use of 3D environ-

ments for learning is a growing area of research. The

use of 3D has been explored for teaching subject spe-

ciﬁc courses e.g. engineering tasks, laboratory pro-

tocol etc, (Chee and Hooi, 2002), (Nijholt, 2000),

(Rickel and Johnson, 1999) while other 3D environ-

ments have been developed as interfaces to access

online courses (Bouras et al., 2003), (Bouras et al.,

2001). Functionality varies among these systems;

many present learning content through multimedia

and some support real-time communication among

users. However, they often fail to create a true sense

of community for their users. We have developed a

system called CLEV-R which addresses this issue by

providing tools which promote and encourage social

interaction and awareness among users. These tools

not only make the learning experience more appealing

to users but also prove effective for supporting various

educational activities.

The remainder of this paper is organised as fol-

lows; section 2 investigates the emergence of on-

line communities, the technologies they use and their

ever-increasing prevalence on the Internet. We then

explore how to use modern technology within e-

learning to develop social communities and make it

more appealing to students in section 3. In section 4,

we describe the e-learning system we have developed

which creates an online community and promotes so-

cial interaction amongst users, while also supporting

learning activities. Section 5 introduces mCLEV-R,

an additional social e-learning system we have devel-

oped for use on mobile devices. The details of an eval-

uation study that we have conducted are discussed in

section 6, while section 7 concludes with some details

of our future directions.

2 ONLINE COMMUNITIES

The growth of the Internet has seen a proliferation of

online communities. They allow groups of people in

different geographical locations to come together and

communicate their ideas, thoughts and feelings with

other, often similar minded people (Wellman, 2005).

Online communities are not a new phenomenon; they

have been in use since the advent of the Internet. In

its simplest form, an online community can consist

of an email distribution list, where people share in-

formation about speciﬁc topics. Online communities

are also formed through web-based discussion boards

and forums where users can share expertise and give

advice on certain subjects. These websites have seen

the emergence of many special interest groups who

communicate with each other through this computer-

mediated environment. E-commerce websites are

now using these techniques to encourage the forma-

tion of communities among their customers. People

can leave feedback, discuss products and receive after

sales service through this medium. Newer technolo-

gies have now emerged which can further enhance

online communities by enabling much more interac-

tion among users in real time. Instant communication

methods and a means for users to share information

easily are the key methods used.

Instant messaging is a phenomenon that has grown

in popularity over the last few years and it is now in-

tegrated in many websites to create a community be-

tween its users. Chat rooms are a prime example of

this. A wide variety now exist, many specialised to

members’ interests. While initially users communi-

cated via text messaging, many of these communities

have now progressed to using audio communication

methods and web cam broadcasts. Further advance-

ments in Internet connection speeds have permitted

communities to develop using virtual reality. A 3D

world is rendered, in which each member is repre-

sented by a character. One of the largest examples

of such a community is Activeworlds (Activeworlds,

2006). Users become a citizen of an online 3D world

and can then design and build their own areas of this

3D community. A variety of communication methods

allow user to interact with each other within this 3D

environment.

While this type of computer mediated commu-

nication is proving popular and continues to gain a

large following, Internet users are now seeking new

types of communities online. Rather than placing

the emphasis on a particular topic or area of inter-

est, websites which offer users the ability to build a

social network of friends online have become popu-

lar (Williams, 2005). Bebo (Bebo, 2006) and MyS-

pace (MySpace, 2006) are two such websites; mem-

bers of the public produce a web page containing in-

formation about themselves along with photos and

videos, and can also link to their friend’s pages. Other

users can then browse these web pages, post mes-

sages and share ideas thus building new friendships

online. Friends within these social networks can also

communicate instantly using various external services

such as Skype (Skype, 2006) and MSN Messenger

(MSN, 2006). The popularity of such services is in

no doubt. Bebo has become a ’social phenomenon’

and has a worldwide membership of over 22,000,000

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266

Figure 1: A live online lecture taking place within CLEV-R.

users (Ward, 2006).

Other dedicated websites also promote sharing

ﬁles online. For example, Flickr (Flickr, 2006) is

a photo sharing community platform, where mem-

bers of the public can upload photos for others to see

(Weiss, 2005). Users can tag photos with descriptive

annotations to assist with intuitive searches and can

also partake in group discussions. Similar to Flickr,

YouTube (YouTube, 2006) is a community for sharing

videos. Members can upload videos to the YouTube

website, which can then be viewed and commented on

by others. As is the case with the other online com-

munities discussed, the popularity of these ﬁle sharing

websites has been growing immensely.

As the wide diffusion of the above technologies

show, there has never been a greater interest in on-

line communities. People are using the latest tech-

nologies to extend their social networks far beyond

geographical boundaries. The notion is appealing to

users and something many have now come to expect

(Aizlewood and Doody, 2002).

3 COMMUNITY IN E-LEARNING

The growth of communities online mimics the way

they form in the real world. People who attend the

same places and have the same interests naturally

form their own friendship networks. This is no truer

than in a learning scenario. Social interaction and

networks within universities is very important. Re-

search has shown that people can learn as much from

each other as they do in a structured learning session

(Redfern and Naughton, 2002) (Laister and Kober,

2002). This need for social interaction and network-

ing is something, which appears to be ill addressed in

current e-learning systems. Their primary focus is on

providing access to learning materials and only min-

imal support for communication is provided. Asyn-

chronous communication methods such as discussion

boards, bulletin boards and online forums form the

backbone of person-to-person interaction within these

systems. Real-time communication is lacking and this

can hinder the formation of social communities, even

leading to a feeling of isolation among students who

are often unaware of the presence of others. We be-

lieve e-learning platforms should be more engaging

and motivating, allowing users to build social net-

works and collaborate with each other in real-time.

WEB-BASED COMMUNITIES IN E-LEARNING

267

Figure 2: The communications Graphical User Interface (GUI) of CLEV-R.

Thus, the following three speciﬁcations should be

considered in the design of e-learning systems.

• Students should be aware of others in their class.

• They should be able to readily communicate with

others, tutor and students alike.

• They should be able to collaborate on learning

tasks and group assignments.

With these points in mind, we have developed

an e-learning and m-learning system which places

emphasis on communication and social interaction,

while still effectively supporting learning activities.

The remainder of this paper describes this system and

in particular details the methods employed to realise

an effective online learning community.

4 CLEV-R

CLEV-R is a web based collaborative learning en-

vironment which uses virtual reality to present the

learning experience to users. A 3D university setting

is provided where online lectures and group meetings

can take place, and a Graphical User Interface (GUI)

provides support for communication among mem-

bers. Learning activities within the environment are

supported through multimedia presentations, review-

ing and downloading of course notes and an exten-

sive communication network. Further details about

the system design and a sample session are described

in (McArdle et al., 2006). The 3D environment to-

gether with this communication network plays an im-

portant role in developing an online community at-

mosphere and is key in realising the 3 speciﬁcations

outlined above.

4.1 Awareness

The use of 3D in CLEV-R not only creates a more

interactive and visual learning experience, but also

makes users more aware that they are present within a

learning environment. It also plays an important role

in making users aware of the other students taking

part in the same course. As shown in ﬁgure 1, each

user is represented within the environment by a 3D

character known as an avatar. This character is cho-

sen by a user on registration for a particular course

and remains their representation for the duration of

that course.

Users can move their avatar around the 3D Uni-

versity and their location is displayed in the 3D en-

vironments of all other connected users. Each avatar

is unique with different hairstyles and clothing and

the user’s name is displayed above the avatar so they

can be easily recognised by their peers. CLEV-R

also provides a map of the 3D environment for each

user, which can be accessed at any time and which

shows the location of all other currently connected

users. The Graphical User Interface (GUI) which

hosts the communication controls for the system also

promotes awareness of others by displaying a textual

list of all other users. These features make users vis-

ibly aware of others within the system, and thus cre-

ate a more natural learning environment than other e-

learning platforms.

4.2 Communication

CLEV-R supports many forms of communication in-

cluding text-chat, audio-chat and live web cam broad-

casts. All of these methods occur in real-time and

so can be used to great effect for carrying out learn-

ing activities. Users can get instant feedback on their

questions and ideas but can also communicate in a

natural way with each other. Text and audio commu-

nication controls are provided on the GUI as seen in

ﬁgure 2. Text-chat can be used to send either public

messages to all connected users or private messages

to individual users within the environment.

Audio communication is broadcast to speciﬁc lo-

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268

Figure 3: File sharing within CLEV-R.

cations within the 3D environment. For example,

users in a group meeting room or social area can

broadcast their voice and listen to others who are also

present in this location. Live web cam feeds can also

be displayed in certain rooms. Another form of com-

munication within the 3D environment is the use of

avatar gestures. Users can instruct their avatar to raise

or lower their hand and to nod or shake their head.

These actions allow users to communicate certain de-

sires visually which others can easily understand. For

example, if a student raises their hand in an online lec-

ture it is safe to assume that they wish to ask a ques-

tion.

4.3 Collaboration

Collaboration within CLEV-R is supported through

sharing ﬁles and actively communicating with one an-

other. In online lectures the tutor can upload course

ﬁles to a presentation board for all others to see. How-

ever in group meeting rooms, students also have this

ability. They can upload ﬁles to similar media boards

to aid group discussions and project work. Thus stu-

dents may upload course notes to help with a group

discussion or to further understand the content, or

they may upload their own ﬁles to show their work

to others. Students can also use these techniques to

socialise with one another. Dedicated areas of the

3D environment support informal interaction among

students where they can upload personal ﬁles such as

photos and even share their favourite YouTube videos

with one another (see ﬁgure 3). Together with the in-

stant communication methods described above, stu-

dents can thus work, learn and socialise with each

other within the CLEV-R environment.

5 MOBILE CLEV-R

Over the last few years mobile devices have become

more and more popular and have emerged as an ideal

tool for providing many services to users ”anytime,

anywhere”. Research into the provision of learning

services on these devices has also begun. The term m-

learning has been introduced to describe learning ser-

vices for mobile phones, smartphones and Personal

Digital Assistants (PDAs). We too are exploring this

area and have developed a system for PDAs that acts

as an accompaniment to CLEV-R. This mobile ver-

sion of CLEV-R is called mCLEV-R and provides

users with access to course content and communica-

tion facilities while on the move. It acts as a sup-

plement to the desktop system and can be used when

students cannot be at a ﬁxed location for their online

learning. PDAs are much smaller devices that desk-

top PCs, with limitations in screen size, memory and

processing power. Thus all of the functionality pro-

vided in the desktop system cannot be extended to

this mobile platform. mCLEV-R however, still allows

mobile users to actively partake in learning activities

and the 3 speciﬁcations outlined in this paper are also

addressed for this version of the system.

Figure 4: The 3D environment provided in mCLEV-R.

The learning experience is again presented to the

user through a 3D environment. However for the mo-

bile platform the 3D environment has been greatly

simpliﬁed and it no longer supports multiple users. It

is instead a single user ofﬁce style environment seen

WEB-BASED COMMUNITIES IN E-LEARNING

269

in ﬁgure 4, which users can interact with to access

course materials and communication facilities. There

are no avatar representations within mCLEV-R. User

awareness is instead provided through the communi-

cations Graphical Users Interface (GUI).

Figure 5: The audio communication Graphical User Inter-

face (GUI) of mCLEV-R.

As in CLEV-R, both text and audio communica-

tion are supported. Through these mediums mobile

users can communicate freely with all currently con-

nected users; both those on the desktop CLEV-R sys-

tem and those using the mCLEV-R system. The text

chat facility can again be used to send both public and

private messages. The GUI provides a list of all other

connected users which can be used to select the re-

ceiver of a message. The audio communication fa-

cility allows users to broadcast their voice live into

different areas of the 3D university environment pro-

vided in the desktop system. Mobile users have no ac-

cess to this 3D environment, and so cannot see avatar

representations of others. Thus they need some other

way of knowing the location of others. When a mo-

bile user selects a room to broadcast to from the GUI

shown in ﬁgure 5, they are presented with a list of

all users currently in that location. Therefore they are

all the time aware of those listening to them. Simi-

larly this mobile user is added to a list in the desk-

top system so that CLEV-R users are aware of their

presence. These communication techniques also pro-

vide support for collaboration within the mCLEV-R

system. Mobile users can actively partake in group

meetings and discussions without actually being re-

strained to a ﬁxed desktop PC. They can also take part

in online lectures by downloading the course notes

and listening into the live commentary. Full details

on how users can interact with the system for learning

and communicating can be found in (Monahan et al.,

2006).

Thus despite device limitations, mCLEV-R pro-

vides an effective means for users to learn and collab-

orate on the move and also allows them to be socially

aware of others in their course.

6 EVALUATION

An initial evaluation of CLEV-R has been completed.

The evaluation consisted of nine test subjects taking

on the role of students within the 3D environment.

The test subjects were instructed to carry out a num-

ber of distinct tasks to ensure they were exposed to

the various features of CLEV-R. These included at-

tending an online lecture, partaking in a group meet-

ing and using the tools provided to collaborate on a

group task and solve a given puzzle. Social interac-

tion was also encouraged and participants used the

features provided in the social areas to communicate

and share photos with each other. Following the user

trial the subjects were given a questionnaire to com-

plete which had three strands of questioning; ﬁrstly

we wished to discover any usability problems which

were experienced, secondly we wanted to determine

how communities operated within the environment

and ﬁnally as it is an e-learning system, we wished to

obtain the subjects views on the educational aspects

of the environment.

6.1 Usability Results

Overall, positive results were returned from all test

subjects in relation to the usability of the system and

the various tools provided. 100% of users found navi-

gation within the 3D environment intuitive and the in-

terface easy to use. All test users actively took part in

an online lecture and successfully viewed and down-

loaded course notes. They also uploaded their own

ﬁles during a group meeting and used the communi-

cation controls effectively. While all subjects were

able to use the system without any major issues aris-

ing, a small number of minor issues were revealed.

These included problems using the audio communica-

tion feature and navigating through doorways within

the 3D environment. These issues have since been

addressed.

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270

Figure 6: Feedback on communication and social awareness within CLEV-R.

6.2 Social Aspects

One key area of interest for this study was the reac-

tion of users to the social tools provided in CLEV-R,

and in particular the sense of community experienced.

The feedback as shown in ﬁgure 6 was extremely pos-

itive; while using the system 78% of the test subjects

felt part of a group, they were all continually aware

of each other and no one felt isolated during the eval-

uation. Furthermore, 89% felt the environment was

an effective means of social interaction. When ques-

tioned about the effectiveness of the tools for sharing

ﬁles such as photos, 22% did not agree that the tools

provided were an effective medium for this. It was

later discovered that these test users had not uploaded

their photos correctly and so others did not see them,

which could account for their negativity towards this

feature. Clearer instructions on how to use these tools

have now been added to the system, which should pre-

vent similar experiences in the future. Communica-

tion within CLEV-R was deemed to be effective by

78% of the test subjects. Those that returned a nega-

tive response to this question were persons who expe-

rienced echo and feedback problems during the trial,

a problem that has now been rectiﬁed. One test sub-

ject speciﬁcally highlighted the real-time aspect as be-

ing particularly valuable. The results for the commu-

nity and social aspects of the system show CLEV-R,

along with the social tools it provides, as an effective

medium for collective interaction among users.

6.3 Learning Issues

As CLEV-R is an e-learning environment, we were

very interested in ascertaining peoples views on the

value the system can bring to learning. Again results

were positive, with all participants agreeing CLEV-R

has potential for improving online learning. The re-

sults showed that 100% of the subjects were engaged

in the interactive environment and their interest in

learning was maintained throughout the trial. Users of

traditional e-learning platforms often cite boredom as

a major drawback with such systems and so this pos-

itive result for CLEV-R is very encouraging. 100%

of test subjects saw the lecture room and the facili-

ties it provides as an effective means for online learn-

ing. The collaboration tools that the students used to

work together functioned as expected and the subjects

employed them effectively to solve a given puzzle.

Although geared towards the educational end of the

spectrum, the users saw these tools for group work as

a social feature, which made learning more fun. The

ability to converse with other members of the group

about the task was seen as very beneﬁcial.

Overall the system functioned as expected and the

results are encouraging. Test subjects who had pre-

vious experience of e-learning systems were positive

about CLEV-R and highlighted the collaborative and

community aspects of the system as particular ben-

eﬁts. A further, more extensive user evaluation will

be conducted in the near future, this time also incor-

porating the mCLEV-R system. The trials will focus

on measuring the learnability of the systems, gauging

opinions about the social community aspects as well

as determining how beneﬁcial the 3D interfaces are

within the e-learning paradigm.

7 CONCLUSIONS

The growth of social networks on the Internet has

never been greater. More and more services are

emerging which offer users the opportunity to build

social networks online. One area where the ad-

WEB-BASED COMMUNITIES IN E-LEARNING

271

dition of social support is paramount is that of e-

learning. Traditional e-learning applications are of-

ten text-based with communication limited to mes-

sage boards and forums. This lack of interaction, both

with learning content and others, can be unappealing

to students. In this paper we have provided a set of

heuristics, which we used to design and create a 3D

online e-learning application called CLEV-R.

CLEV-R provides an interactive virtual reality en-

vironment in which students are immersed. The use

of avatars creates a sense of awareness of others.

Communication tools provide a mechanism for foster-

ing a community spirit among students while collab-

orative features encourage students to work together.

The tools provided for teaching, permit discussion

and interaction to take place during online lectures,

something that can be lacking in traditional e-learning

systems.

An initial evaluation has shown that CLEV-R per-

formed favourably and test subjects appreciated the

community and social features that it provides. This

initial evaluation study paves the way for a larger one,

incorporating more test subjects and an increased em-

phasis on monitoring the use of the social tools pro-

vided. We are conﬁdent that the speciﬁcations we

have outlined here and followed in the implementa-

tion of our systems, will be of great beneﬁt within the

e-learning paradigm. The community aspect will help

to attract more students to e-learning, engage them

and maintain their interest in their studies.

ACKNOWLEDGEMENTS

The CLEV-R and mCLEV-R projects are funded by

the Irish Research Council for Science, Engineering

and Technology (IRCSET) under the National Devel-

opment Plan and the Culture 2000 Project TARCHNA

EC Grant Agreement n. 2004-1488/001-001, CLT-

CA22.

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