Students Participated in the project - Demographic features

What is important to see in the following table is that age of the students in both Forums, English and French speaking, is absolutely balanced. Sex of the students (male / female) is quite well balanced and slightly better for the French Forum.

 

1st evaluation by 293 students: (questionnaire was available to all students in twinspace)

 

 

 

 

 

 

 

2nd students evaluation

One more students evaluation was created by the Greek founder of the project in agreement with the French founder, on a sample of 86 students (from Greece, Italy, Croatia, Tunisia and Romania) from both English and French-speaking teams, for her own survey based on the project, to be used as her Dissertation for MEd diploma in  "Education"  from  Hellenic Open University. Criteria were a) high divergence in curriculums and in countries in which the project was embed and b) low divergence in students ages. In this survey a  different google form was used having more detailed questions in Likert scale on axis: a) students participation in Forum b) students satisfaction of the use of forum c) Forum as a tool for collaborative learning d) Interactions in Forum e) Forum as a tool in PBL that enhances 21st century skills

A Google form was used with an introductory note:

Axis on questionnaire and results:

 

 

Data from 2nd students questionnaire (86 students): 

	Αποτελέσματα-Δεδομένα στο 2ο Ερωτηματολόγιο μαθητών (δείγμα 86 μαθητών)
	Ερωτήσεις/ questions	Απαντήσεις/answers (ποσοστά / percentage on 86 students that had participated ) %
	Γενικές ερωτήσεις
	Ποια είναι η χώρα σου (What is your country)?	Ελλάδα / Greece: 27.9 Ιταλία / Italy: 20.9 Κροατία / Croatia: 10.5 Ρουμανία / Roumania: 25.6 Τυνησία / Tunisia: 15.1
	Πόσο χρονών είσαι (How old are you)?	13 ετών: 20.9 14 ετών: 40.7 15 ετών: 16.3 16 ετών: 22.1
1.	Πόσο συχνά επισκεπτόσουν το Forum της ομάδας σου ακόμα και αν δεν έκανες ανάρτηση;How often were you on your team's forum even if you did n't post?	Μια φορά την εβδομάδα (once a week): 25.6 Δυο φορές την εβδομάδα( 2 times a week): 27.9 Τρεις φορές την εβδομάδα (3 times a week): 18.6 Τέσσερις ή περισσότερες φορές την εβδομάδα(>4 times a week): 18.6 Ποτέ (never): 2.3 Δεν μπορώ να θυμηθώ/Δεν είμαι σίγουρος( i am not sure/ i do not remember): 7
		‘Οχι/No	Μάλλον Όχι/Rather No	Δεν είμαι σίγουρος/ Δεν μπορώ να πω/Not sure-i can't tell	Μάλλον Ναι/ Rather Yes	Ναι/Yes
2.1	The use of forum as a digital tool was easy.   Η χρήση του Forum ως ψηφιακό εργαλείο ήταν εύκολη	1.2	2.3	4.7	32.6	59.3
2.2	Communication in Forum gave me the opportunity to express my own ideas. Η επικοινωνία στο Forum μου έδωσε την ευκαιρία να εκφράσω τις ιδέες μου	1.2	1.2	3.5	33.7	60.5
2.3	Deadline for working in Forum was adequate. Η προθεσμία για την εργασία στο Forum ήταν αρμόζουσα	3.5	0	12.8	30.2	53.5
2.4	Working in Forum made the project interesting Η εργασία στο Forum έκανε το έργο ενδιαφέρον	1.2	1.2	9.3	15.1	73.3
2.5	2.5 I have posted what I wanted in Forum Έχω αναρτήσει ότι ήθελα στο Forum	7	5.8	15.1	26.7	45.3
2.6	I am satisfied of my teammates participation in forum Είμαι ευχαριστημένος από τη συμμετοχή των άλλων μελών της ομάδας μου στο Forum	5.8	2.3	9.3	29.1	53.5
2.7	In general, I am satisfied of my team’s online discussion Γενικά, είμαι ευχαριστημένος από τη συζήτηση της ομάδας μου	1.2	5.8	8.1	32.6	52.3
2.8	I would like to use Forum again for collaborative productions in future projects Θα μου άρεσε να χρησιμοποιήσω ξανά το φόρουμ σε μελλοντικά έργα για συνεργατικές παραγωγές	4.7	2.3	8.1	10.5	74.4
3.1	Online discussions helped me to develop a sense of collaboration Οι διδικτυακές συζητήσεις με βοήθησαν να αναπτύξω μια αίσθηση συνεργατικότητας	5.8	3.5	2.3	20.9	67.4
3.2	I had the feeling that I was a member of a learning community Είχα την αίσθηση ότι ήμουν μέλος μιας κοινότητας μάθησης	1.2	2.3	5.8	24.4	66.3
3.3	I exchanged ideas with the other members of my team Αντάλλαξα ιδέες με τα άλλα μέλη της ομάδας μου	4.7	1.2	8.1	12.8	73.3
3.4	The other members of my team have helped me learn something new Τα άλλα μέλη της ομάδας μου με βοήθησαν να μάθω κάτι καινούριο	10.5	11.6	12.8	18.6	46.5
3.5	Discussions in Forum made me realize and resolve misunderstandings on project’s work Οι συζητήσεις στο Forum με έκαναν να αντιληφθώ παρανοήσεις σχετικά με την εργασία στο project	5.8	2.3	15.1	27.9	48.8
3.6	Discussions in my team motivated me to search for information Οι συζητήσειςστην ομάδα μου με παρακίνησαν να αναζητήσω πληροφορίες	3.5	1.2	3.5	17.4	74.4
3.7	Having to choose an idea to suggest to my team made me feel more autonomous and responsible for my learning process Το να έχω να αποφασίσω ποια ιδέα θα προτείνω στην ομάδα μου με έκανε να νιώθω αυτόνομο και υπεύθυνο για την μαθησιακή μου πορεία	7	1.2	5.8	16.3	69.8
3.8	I prefer to decide with my teammates in online discussions what to work with, instead of working on a subject that I have chosen with my teacher   Προτιμώ να αποφασίζω με συμμαθητές μου σε διαδικτυακές συζητήσεις, με τι θα εργαστώ παρά να το αποφασίζω με την καθηγήτριά μου	7	7	12.8	29.1	44.2
4.1	4.1 I have expressed my ideas in Forum Έχω εκφράσει τις δικές μου ιδέες στο Forum	2.3	2.3	5.8	11.6	77.9
4.2	I have created as many posts as I wanted on Forum Έχω δημιουργήσει όσες αναρτήσεις ήθελα στο Forum	8.1	4.7	12.8	17.4	57
4.3	I had the feeling that my teammates have read my posts in Forum Είχα την αίσθηση ότι τα άλλα μέλη της ομάδας μου είχαν δια βάσει τις αναρτήσεις μου στο Forum	3.5	2.3	15.1	26.7	52.3
4.4	I had the feeling that my teammates had understood my point of view even if they did not agree Είχα την αίσθηση ότι οι απόψεις μου ήταν κατανοητές στα άλλα μέλη της ομάδας μου, ακόμη κι αν διαφωνούσαν	8.1	5.8	8.1	32.6	46.3
4.5	Before my new posts, I have read what the other members of my team had already posted Πριν κάνω νέες αναρτήσεις είχα διαβάσει τι είχαν ήδη αναρτήσει τα άλλα μέλη της ομάδας μου	3.5	2.3	4.7	16.3	73.3
4.6	I have asked from other members of my team to explain their ideas   Είχα ζητήσει από άλλα μέλη της ομάδας μου να εξηγήσουν τις ιδέες τους	29.1	4.7	9.3	19.8	37.2
4.7	I have answered questions that members of my team had asked Έχω απαντήσει σε ερωτήσεις μελών της ομάδας μου	12.8	5.8	9.3	22.1	50
4.8	I have tried to manage with disagreements in Forum to help my team reach in a decision Έχω προσπαθήσει να διαχειριστώ διαφωνίες στο Forum  για να βοηθήσω την ομάδα μου να καταλήξει σε μια απόφαση	12.8	3.5	8.1	19.8	55.8
5.1	5.1 Written communication in Forum has helped me  improve my skills in the use of a foreign language  Η γραπτή επικοινωνία στο Forum με βοήθησε να βελτιώσω τις ικανότητές μου στη χρήση μιας ξένης γλώσσας	10.5	1.2	10.5	20.9	57
5.2	I have respected netiquette in Forum Είχα σεβαστεί τη netiquette στο Forum	0	1.2	15.1	15.1	68.6
5.3	I feel more confident in using a Forum and such kind of digital tools Νιώ πιο σίγουρος στη χρήση Forum και τέτοιου είδους ψηφιακών εργαλείων	2.3	1.2	8.1	20.9	67.4
5.4	Ι have used a variety of sources to find information and help my team Έχω χρησιμοποιήσει διάφορες πηγές για αναζήτηση πληροφοριών που θα βοηθήσουν την ομάδα μου	2.3	2.3	7	24.4	64
5.5	Working in Forum helped me combine information/find solutions Η ερφασία στο Forum με βοήθησε να συνδυάσω πληροφορίες/να βρω λύσεις	1.2	1.2	7	23.3	67.4
5.6	Online discussions helped me appreciate the different opinions/perspectives Οι διαδικτυακές συζητήσεις με βοήθησαν να εκτιμώ τις διαφορετικές απόψεις/ αντιλήψεις	4.7	0	4.7	30.2	60.5
5.7	After my experience in online discussions, i feel more confident to express my opinion Μετά την εμπειρία μου στις διαδικτυακές συζητήσεις νιώθω περισσότερο σίγουρος στο να εκφράζω τις απόψεις μου	3.5	1.2	10.5	32.6	52.3
5.8	After my experience in online discussions, now I am better prepared to work in a team Μετά την εμπειρία μου στις διαδικτυακές συζητήσεις νιώθω καλύτερα προετοιμασμένος να εργαστώ σε μια ομάδα	2.3	0	7	15.1	75.6

RESULTS in graphics

Demographic data:

1st axis: Participation

Although ALL students that are registered in twinspace have participated in teams forums there are 2 students that have said in this question that they have never been in Forum. The possible reasons are either mistaken in their chosen option or they had minimum participation and they evaluate that as none. In this study using content analysis of teams messages, we have shown that there was equal participation in teams as the significant factor was not only the number of posts per student but also the content and the interaction that were created by the posts. Project's design was made that way that students' presence and participation -even the minimum- was absolutely necessary for the team to finish their work in forum and go on with their padlet.

 

2nd axis: students satisfaction of the use of forum

 

 

Discussion on the results of the 2nd axis

 Though satisfaction is a relevant measure many studies have demonstrated that other factors being equal, satisfied individuals are likely to be willing to exert more effort than unsatisfied individuals (Bryant, 2006; Özgüngör, 2010). Thus, satisfied students (with the learning strategies in the curriculum) are likely to exert more effort in their educational studies by taking actions such as regularly attending their classes and becoming more involved in their coursework. What is important in this axis is that students were absolutely positive (YES option) with the greatest percentage among all the 8 questions of the axis for the sentence 2.8: "I would like to use forum again for collaborative productions in future projects" (74% YES and 11% Rather Yes)  and in sentence 2.4  "working in forum made the project interesting" (70% YES and 15% Rather Yes)and this is an important conclusion as the main aim of the project was to motivate students to collaborate using online tools offering them a taste of real life's situations that they will face in their future employment. Students had found the use of forum easy (sentence 2.1) but Rather Yes (33%) is quite high though YES is the dominant answer (59%) and important as it shows that training in the use of ICT tools is needed and this 33% needed support to feel confident to use the forum. About students evaluation on their performance, they are absolutely positive that they "had expressed their own ideas" (sentence 2.2 with 60.5% YES and 33.7% Rather Yes) and they "have posted what they wanted in forum" (sentence 2.5 with 45.3% YES and 26.5% Rather Yes and a high percentage, 15.1% of "Not sure"). This "lower" positive replies are very reasonable and they are based in the limitations that always exist in an ongoing discussion in which every participant must follow the flow of it and sometimes that is not according to their wishes. An interesting fact is also the deadline for working in the forum as a 30.2% of students are not absolutely positive that it was adequate. It would be interesting to have more data for the reasons they think so (curriculum? team's coordination? teachers' support?) so that this is modified in future projects. This factor is rather relevant with the sentences 2.6 and 2.7 "I am satisfied with my teammates' participation" and "overall I am satisfied with my team's online discussion". In these sentences, it is interesting to compare answers, especially in the negative limit, which they show that for students' satisfaction of their teams work the participation of the members of their teams was a crucial factor. This factor is also interesting to be more clarified in the way students understand as satisfactory.

3rd axis: Forum as a tool for collaborative learning

Discussion on the results of 3rd axis

What we see in this axis is that forum was an effective tool in creating a learning community as in sentence 3.2 this is clearly stated by the students with a percentage of 92.7% of positive answers, and a minimum of negative answers (1.2% No and 2.3% Rather No). Similar responses are provided for the sentence 3.1 about the sense of collaboration in the forum. This learning community worked well in self-regulating learning as students appreciated more nor the knowledge they had from their teammates (sentence 3.4) or solving misconceptions (sentence 3.5)  but their communication and exchange of ideas (sentence 3.3 with a 73.3% YES)  which motivated them to search for information (sentence 3.6 with a 74.4% YES) feeling autonomous and responsible for their own learning process (sentence 3.7 with a 69.8% YES). What is encouraging is the responses in the last sentence of this axis, 3.8, where students stated absolutely positive with a 44.2% and rather positive with a 29.1% to shift from the traditional teaching strategy of teacher-centered to a student-centered self-regulated approach under the limitation of working on a team using the forum. This shows the way to the teachers to modify their pedagogy and adopt the strategies that correspond to the students' needs. In other words, students state that they are willing to use the "free blank space" teachers offer them as long as it is well designed. Are we, teachers, prepared to make the move? 

 

4th axis: Interactions in Forum

Discussion on the results of the 4th axis

In sentence 4.1 students stated that they have expressed their ideas in the forum with a 78% absolutely positive responses and a 90% of positive responses, but this percentage is less compared to the one of sentence 4.2 about the number of posts that students wanted and have managed to create. Though this should be investigated further (the factors that had prevented students from posting in forum) we can suggest (from informal conversations with students during the project) that a reason is that there were already posts from their teammates that "covered" them, meaning that what they wanted to post had been already posted by others and another factor is that the flow of the discussion in their team was not of their preference and these students waited till their team's moves become clear. So, students did not have as many posts as they wanted not because of lack of interest (sentence 4.5 show that students were following their teams' discussion) but because their main concern was to help their team finish their work by managing disagreements (sentence 4.8) and answering in their teammates questions (sentence 4.7) than getting info from the others (sentence 4.6). Responses in this axis support the findings of the previous axis that forum enhanced the sense of belonging in a learning community, making bonds in a team of self-regulated learners and in such an approach mature collaborative skills proved to have performed the best. 

 

5th axis: Forum as a tool in PBL that enhances 21st century's skills

Discussion on the results of the 5th axis

Summing up the basic idea of this project is using Forum in eTwinning projects as a tool for creating a learning community based on inquiry and in problem-solving. The aim was to enhance 21st-century skills. as they defined in the lifelong learning agenda of 2008. So, in this axis, we have students conceptions of what of their skills were enhanced through their participation in this project. Though a 57% of them stated that they have improved their skills in the use of a foreign language, there is an interesting 10% stated absolutely negative in the sentence 5.1 about these skills. A reason for this is that students main concern in forum was to communicate their ideas and collaborate in their teams and they had done that spontaneous and in most cases without having feedback for their grammar or syntax. That was the reason that students had not the feeling that this project was about working on this skill. One more interesting finding in this axis is that even if a 69% was absolutely positive (Yes) and an 84% positive (Yes and rather yes), a 15% of the participants in this survey were not sure about keeping the netiquette in forum. Though the netiquette was created by the students themselves, students are not sure mainly for using right the material they had found on the web and this is a point that should be cared in future projects by admins and teachers. On this axis, students stated that they feel confident to: 

•  use the forum and such kind of tools(sentence 5.3 with a 68% of YES and 21% of Rather Yes)
• use a variety of resources to find information and help their team( sentence 5.4 with a 64% of Yes and 25% of rather yes)-
• combine information finding solutions ( sentence 5.5 with a 58% of Yes and 20% of Rather Yes)
• appreciate different opinions (sentence 5.6 with a 52% of Yes and 26% of rather yes and a high of 14% in not sure)
• express their opinions (sentence 5.7 with a 45% of Yes and 28% of rather Yes)
• work in a team (sentence 5.8 with a 65% of Yes and 13% of Rather Yes)

In a nutshell, mission of 21st century skills has been possible. Foreign language skills, digital skills, critical thinking and collaborative skills, learning to learn were targets that were approached successfully and we have a precious feedback for scheduling better future projects based on the same principles. 

After all "Pedagogy is at the core of teaching and learning....If the 21st century competences are to be systematically developed, rather to being left to emerge by accident, then pedagogy must be deliberately designed to foster these competencies. Innovative pedagogies can play an important role in this" (OECD publishing, 2018)