Some were fine committing more time and energy to monitoring and responding to Mattermost others pushed back (and this may account for some of the lack of uptake in those courses). “Instructors struggled most with the real-time chat aspect pushing them to be more fluid with their time and work/life boundaries. “Some students thought Mattermost offered: 1) a stronger sense of connection with other students (due in part to improved ease of answering course-related questions with the help of peers), 2) several usable and useful features (in particular, timely notifications to draw the student’s attention back to the course), 3) an immediacy to interactions with other students and instructional teams that helped remove work blockages more quickly, and 4) in the most active course specifically, a way to engage more informally around a course.” Instructor Challenges Some instructors also thought Mattermost encouraged more informal conversation (both academic and non-academic) that fostered a sense of community, presented a modern interface with interactivity relevant to today’s workplaces, and had the potential to offer learning spaces that could persist for students outside an individual course context.” Student Experience Most instructors felt Mattermost specifically improved 1-on-1 communication between themselves or the TAs and the students (particularly through private channels and direct messages), and many appreciated the opportunity to crowdsource basic answers to course questions by inviting students to interact with one another in public channels. “Instructors generally noted pedagogical value in Mattermost for teaching because it helped keep communication flowing in their courses and cohorts. The next four sections of this page are quoted from the Executive Summary of the evaluation report. ![]() ![]() Joe Zerdin and Ian Linkletter also contributed to the report. The report is available upon request from the LT Hub. Letitia Englund, a UX/UI Analyst from UBC’s Centre for Teaching, Learning and Technology led the evaluation phase of the project, and prepared an official evaluation report summing up the findings. Seven instructors and one TA gave in-person feedback, and over 200 students completed online surveys about their experience. ![]() 10 courses from Faculty of Education and Arts participated in the evaluation. The Mattermost pilot began its formal evaluation phase in September 2017, and went through the 2017WW2 terms.
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