=Paper=
{{Paper
|id=Vol-1093/paper8
|storemode=property
|title=DIAPLASIS: Development Of An Online School-Family Collaboration Platform For Intervention With At-Risk Students
|pdfUrl=https://ceur-ws.org/Vol-1093/paper8.pdf
|volume=Vol-1093
|dblpUrl=https://dblp.org/rec/conf/ectel/Kofteros13
}}
==DIAPLASIS: Development Of An Online School-Family Collaboration Platform For Intervention With At-Risk Students==
https://ceur-ws.org/Vol-1093/paper8.pdf
DIAPLASIS: Development Of An Online School-Family
Collaboration Platform For Intervention With At-Risk
Students
Kofteros Alexandros, PhD Student
Open University of Cyprus,
alexandros.kofteros@st.ouc.ac.cy
Supervisor: Professor Hadzilacos, Thanasis,
Open University of Cyprus,
thanasis.hadzilacos@ouc.ac.cy
Abstract. Project DIAPLASIS (Greek Acronym for “Online Platform for
School – Family Collaboration”) is a Doctoral Thesis aiming to develop an
online system that allows collaboration between school and family, and to eval-
uate possible learning results in a two-year intervention with at-risk students. At
least 9% of students in Cyprus are found to be at risk of failure in Language and
Mathematics. Research has proved the positive results of educational interven-
tions that include students and parents (family) on learning outcomes. The plat-
form will be used for intervention with fourth grade at-risk students and to ena-
ble the active participation and collaboration of their parents.
Keywords: family-school collaboration, at-risk students, intervention
1 Introduction
The Ministry of Education (Cyprus) evaluates on a yearly basis student competency
in Language and Mathematics (Third and Sixth Grade, Primary School) to detect at-
risk students. It has been found by the Ministry’s Center for Educational Research and
Evaluation (KEEA) that 9% of primary students are at-risk of illiteracy in Mathemat-
ics and Language [1]. Interventions using online tutors [2] and learning platforms [3]
have shown great promise with at-risk students. Research has also shown the benefits
of school-family collaboration, with a positive impact on learning outcomes and other
problems associated with school life [4]. Even though interventions that include the
family (usually only parents) are organized by schools (face to face afternoon meet-
ings on weekly basis) are beneficial [5], parents from lower socioeconomic back-
grounds, are usually absent from such events, mainly because of long and inflexible
51
working hours [6]. Even though tutors could be assigned to work with at-risk stu-
dents, this is not the case with Cyprus, since usually no more than 1 to 2 periods (40
minutes each) are dedicated to each class on a weekly basis for helping students in
need.
The main research question of this PhD project is: can an open-source based
online platform be developed to be used effectively in an intervention in language
studies in a primary school, to successfully help at-risk students that also offers a
flexible solution for parent involvement? A secondary question that must be answered
is: can this system, and the required technology (family computer) be of a significant-
ly low cost so that even poor families can sustain it throughout the school life of their
children (12+ years)?
2 Existing Knowledge
Research on the use of online platforms has shown positive results in learning [8], not
only in Language but also in Mathematics [9]. Online solutions that offer information
on student progress and allow families to communicate with schools have existed for
many years either as commercial platforms (ie Pearson PowerSchool) or ordinary
school web sites [10]. Other technologies like email, twitter, skype and sms messages
on mobile phones are also used for communication with parents [11].
Research with primary students using learning platforms in both primary and sec-
ondary schools have shown the potential of such approaches (where teachers offer
personalized training and tutorials to students, while offering constant feedback and
information to the parents) [12], even when specialized content and tools are used
[13]. Online platforms that allow teacher – family (students and parents) collaboration
can offer an environment of personalized learning. Factors such as motivation have to
be taken into consideration when designing interventions, in order to ensure that the
student can be engaged in a personalized learning environment [14]. Evidence strong-
ly suggests that such solutions can greatly benefit even at-risk students [15], especial-
ly when an e-tutor is involved and regular online meetings are arranged, including
text and video between the tutors and the family (students and parents) [16].
3 Proposed approach and time frame
An online platform will be developed (Stage 1) and an intervention in the Language
lesson will be implemented (Stages 2 to 5). A fourth grade class will be selected,
based on a higher than average percentage of at-risk students (30%, compared to the
country’s average of 9% as evaluated by the Ministry of Education) for at least two
school years. Families (students and parents) participating in the intervention will
form the Experimental Group. At least 5 (fourth grade) classrooms from different
schools that have been evaluated by the Ministry with at-risk students will form the
Control Groups. The official evaluation of the Ministry of Education will be used as a
pre-test. By the end of the first school year of the intervention, a post-test will be used
with all Groups to evaluate (a) progress in Language studies for each class, (b) com-
52
parison of the change between the Experimental Group and the Control Groups. The
intervention will require students to use written language to work with assignments
delivered through a learning platform during school hours, (without excluding written
assignments on paper), based on learning scenarios developed by the researcher. So-
cial networking tools will be a part of the platform, to encourage and allow students to
communicate with other students (from their school or other schools, excluding stu-
dents from the Control Groups). Social networking will be based on a ‘closed walls’
approach to deny access to anyone except teachers and students from respective
schools. Parents will be able to monitor the progress of their children, as well as in-
formation regarding school activities through the parent information portal of the
platform. Online synchronous (video conferencing) sessions will be delivered to the
Experimental Group at least 4-5 times a week, in small groups of 2-3 students or be-
tween a tutor and a single student and his parents (family) and for a duration that will
not exceed a school period (40 minutes) for each session. Students will be able to
watch recordings of their online sessions as many times and whenever they wish. The
final platform will consist of four main components: (a) the Learning Platform based
on an open source system such as Moodle, (b) a Parent Portal based on a content
management system such as Drupal, (c) a social networking platform/eportfolio such
as Mahara, and (d) a synchronous collaboration platform such as BigBlueButton. All
components will be integrated into one platform with a common user interface.
The implementation and the development of the solution begun on September
2012 and is expected to be completed by September 2015. It is divided in five stages:
Stage 1: evaluation of infrastructure and initial deployment: An initial version of
the platform was deployed with a simplified user interface customized for students
[17] and parents and based on the Moodle platform. BigBlueButton was integrated to
offer synchronous video conferencing capabilities. An initial pilot study was conduct-
ed in one primary school with participation from parents and students from three clas-
ses in two grades: One first grade class and two sixth grade classes, comprising of 49
students and 47 families (two families had students in both sixth and first grade). In
this stage, a meeting was held at the school and parents were briefed on the possible
benefits of the platform, its available tools for communication with the teachers and
the features that will allow (in the first revision) even web-based broadcast of school
events. During the first month of implementation, the vast majority of parents were
constantly using the platform. However, there was a sharp decline in the use by sixth
grade parents and only seven families from a total of 27 kept using it until February,
in which case only one parent was visiting the platform on a bi-weekly basis (accord-
ing to log data from the system). Parents from the first grade were and still are visiting
the platform on a regular basis. From a total of 22 families in the first grade, 18 start-
ed using the platform almost immediately with a decline to just 11 families now visit-
ing the platform on a weekly basis. The difference between the participation of par-
ents of first grade students is attributed to the different nature of the two grades, ac-
cording to 6 parents we talked with participating in the use of the platform, one of
which is also the parent of a sixth grader and a first-grader: first graders cannot write
notes regarding homework, therefore parents find it convenient to check online for the
53
teacher’s notes (usually they are given a written notice on homework but students
tend to forget it at school, lose it or-in some cases- miss class due to illness and have
no other means of finding out what occurred at school). Parents also expressed their
satisfaction regarding the school announcements found on the home page of the plat-
form, as well as the prospects of broadcasting school events.
Stage 2: Implementation of an Intervention in Language using the platform:
Between September 2013 and June 2014, an intervention in Language will be imple-
mented with the Experimental Group. Learning Scenarios will require students to
work during school hours on the platform to answer questions, write small essays,
discuss topics of interest in forums and participate in synchronous chats with other
students working on similar topics. Students will be able to continue their work at
home (the researcher will make sure all students have internet access) in their own
time and pace, while receiving feedback from their teacher even during afternoon
hours through the platform itself. Students will be encouraged to use the Social Net-
working tools of the platform with other students to discuss their interests, form
friendships etc. Research has shown the benefits of using social networking platforms,
even with students with learning difficulties [18]. Families with obsolete or without
computers will be given a number of low cost terminals connected to their televisions.
Such solutions exist (Raspberry Pi, Android TV) that cost less than 50 euros and are
capable of running a graphic user interface and basic applications such as web brows-
ers, office applications and even educational games. Using observations with focus
groups of parents, will allow the researcher to customize the user interface of these
devices to ensure that all parents, even those with little to no computer using skills
will be able to use the platform.
Stage 3: First Year Evaluation: Stage 3 (June 2014 – August 2014) will evaluate the
change in learning in Language in all groups involved, using a Post-test. Change will
be evaluated for each group individually, and a comparison will be made between the
change in the Control Groups and the change in the Experimental Group. Changes,
upgrades and optimizations of the platform will be performed, based on observations
and interviews with students and parents, to identify and resolve technical and other
issues.
Stage 4: Second Year Intervention (September 2014 – June 2015). During this
stage, the intervention will continue for a second year with the same Experimental
and Control Groups (Fifth grade). The results of the Post-test delivered during the
previous stage will be used as the basis to evaluate change at the end of Stage 4. New
scenarios will be implemented to motivate students to work with the platform and
tools, and the same number of online sessions will be organized between teachers and
families (students and parents).
Stage 5: Final Evaluation (June 2015 – August 2015). A final Post-Test will be
delivered to all groups participating in the research. Change will be evaluated for each
group individually, and a comparison will be made between the change in the Control
54
Groups and the change in the Experimental Group, with a detailed report on the re-
sults based on the initial (Pre-test) and the final Post-test. Based on the results, the
impact of the platform in helping at-risk students will be evaluated.
4 Added Value
This PhD project is expected to offer significant advantages for school-family collab-
oration through an online platform that allows educational interventions in Language
with at-risk students. It will also allow almost all parents to be able to communicate
and collaborate with teachers to resolve behavior and other problems [19] as well as
improve learning outcomes. The proposed system will allow parents with little to no
experience and skills in using a computer to access online information regarding their
children and collaborate with teachers or even participate in online school-related
events. The use of the low cost computers connected to a television set can minimize
the total cost of ownership of computers, and allow the government to promote such a
scenario for a cost-effective introduction of one computer per residence. The Ministry
of Education and Culture of Cyprus, which has given its approval for the implementa-
tion of the research, is also interested in the research since it might provide a solution
for at-risk students. The low cost of the final platform, as well as the use of low cost
terminals with a simplified user interface will allow its use with people with little to
no computer using skills [20].
References
1. KEEA (2011): Oi diastaseis toy Leitoyrgikoy Analfavitismou stin Kypro. KEEA. Re-
trieved from: http://www.pi.ac.cy/pi/files/keea/Research/Literacy_Project_Results.pdf (in
Greek)
2. Johnson, G., & Bratt, S. E. (2009). Technology education students: e-tutors for school
children. British Journal Of Educational Technology, 40(1), 32-41.
3. Jewitt, C., Clark, W., & Hadjithoma-Garstka, C. (2011). The use of learning platforms to
organise learning in English primary and secondary schools. Learning, Media & Technol-
ogy, 36(4), 335-348.
4. Smith, P.K., & Antoniadou, K. (2003). The nature of school bullying and the effectiveness
of school-based interventions. Journal of Applied Psychoanalytic Studies, 5(2), 189-209.
5. Spoth, R., Reyes, M. L., Redmond, C., & Shin, C. (1999). Assessing a public health ap-
proach to delay onset and progression of adolescent substance use. Journal of Consulting
and Clinical Psychology, 67, 619–630.
6. Hague, A., Liddle, H. A., Becker, D., & Johnson-leckrone, J. (2002). Family-based pre-
vention counseling for high-risk young adolescents: Immediate outcomes. Journal of
Community Psychology, 30(1), 1-22. Retrieved from EBSCOhost.
7. Bober, M. J. (2001). School Information Systems and Their Effects on School Operations
and Culture. Journal of Research on Computing in Education, 33(5), 1-24.
8. Johnson, G., & Bratt, S. E. (2009). Technology education students: e-tutors for school
children. British Journal Of Educational Technology, 40(1), 32-41.
55
9. Tsuei, M. (2012). Using synchronous peer tutoring system to promote elementary stu-
dents’ learning in mathematics. Computers & Education, 58(4), 1171-1182.
10. Thompson, B. (2008). Characteristics of Parent-Teacher e-mail communication. Commu-
nication Education, 57(2), 201-223.
11. Shneiderman, Ben, & Plaisant, Catherine (2004). Designing the user interface: Strategies
for effective human-computer interaction (4th ed.). Boston: Pearson Education.
12. Jewitt, C., Clark, W., & Hadjithoma-Garstka, C. (2011). The use of learning platforms to
organise learning in English primary and secondary schools. Learning, Media & Technol-
ogy, 36(4), 335-348.
13. Smith, C. R., Marchand-Martella, N. E., & Martella, R. C. (2011). Assessing the Effects of
the Rocket Math Program with a Primary Elementary School Student At Risk for School
Failure: A Case Study.Education & Treatment Of Children (West Virginia University
Press), 34(2), 247-258.
14. Maclellan, E. (2008). The significance of motivation in student-centred learning: a reflec-
tive case study. Teaching In Higher Education, 13(4), 411-421.
15. Vasquez III, E., Forbush, D. E., Mason, L. L., Lockwood, A. R., & Gleed, L. (2011). De-
livery and Evaluation of Synchronous Online Reading Tutoring to Students At-Risk of
Reading Failure. Rural Special Education Quarterly, 30(3), 16-26.
16. VASQUEZ III, E., & SLOCUM, T. A. (2012). Evaluation of Synchronous Online Tutor-
ing for Students at Risk of Reading Failure. Exceptional Children, 78(2), 221-235.
17. Kofteros, A., Triantafillides, A., Skellas, A., Krassa, A. (2008): Redesigning the Moodle
Interface for Use in Primary Schools With a Ratio of 1 Computer Per Student. European
Conference on ELearning. Agia Napa, 6-7 November 2008.
18. Hughes, J., Herrington, M., McDonald, T., & Rhodes, A. (2011). E-portfolios and person-
alized learning: research in practice with two dyslexic learners in UK higher educa-
tion. Dyslexia (10769242), 17(1), 48-64.
19. Dishion, T.J., & McMahon, R.J. (1998). Parental monitoring and the prevention of child
and adolescent problem behavior: A conceptual and empirical formulation. Clinical Child
and Family Psychology, 1, 61–75.
20. Chim, H. H., & Chen, L. L. (2004). The Design And Implementation of a Web-Based
Learning Assistant System. International Journal of Information Technology & Decision
Making, 3(4), 663-672.
56