Utilizing slack as a communication platform in a flexible learning trajectory course: supporting the learning process

Abstract

Online and flexible programming courses for in-service teachers with varied level of programming knowledge, interests, and different application need might, on the one hand, be challenging. On the other hand, this flexibility might provide convenience and promote learning. With the advancement of technology and the change of habits for the use of the traditional communication platform, educators need to explore practical ways to communicate. This paper presents the results of an investigation into Slack's use as a communication platform to enhance collaborative learning and online activities. We use messages from Slack channels and survey data used in the course to investigate the effectiveness of the communication process between students, instructors, and learning assistants and to what extent students believe the tool supports reaching their goals. The most common form of online collaboration was the need for clarifications, a deeper understanding of course topics, assessments, and sharing their programming knowledge. Teachers worked towards achieving their goals through collaborative development of programming skills by asking questions and sharing competence. A smaller number of teachers were involved in contribution, which was then used by the majority. This paper summarizes the author's findings on Slack's use as a communication platform in an online flexible learning trajectory course.