一個基於社群網站的線上課輔系統

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國

立

交

通

大

學

資訊科學與工程研究所

碩

士

論

文

一個基於社群網站的線上課輔系統

A Social Network Based Online Tutoring System

研究生：彭珮瑜

指導教授：袁賢銘教授

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一個基於社群網站的線上課輔系統

A Social Network Based Online Tutoring System

研究生：彭珮瑜 Student：Pei-Yu Peng

指導教授：袁賢銘 Advisor：Shyan-Ming Yuan

國立交通大學

資訊科學與工程研究所

碩士論文

A Thesis

Submitted to Institute of Computer Science and Engineering College of Computer Science

National Chiao Tung University in partial Fulfillment of the Requirements

for the Degree of Master

in

Computer Science

June 2012

Hsinchu, Taiwan, Republic of China

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52

一個基於社群網站的線上課輔系統

學生:彭珮瑜指導教授:袁賢銘

國立交通大學資訊科學與工程研究所

摘要

線上課輔是為提升學習效果，當學生在日常課程學習中有諸多不懂或是進度落後時，透過線上課輔系統，與課輔老師互動討論後，能夠解決在學習上的困難及提升解決問題的能力。目前大部分課輔系統進行課輔活動時都是使用需要購買授權的同步即時互動教學系統，因此我們想要利用可免費使用的替代軟體來進行課輔。我們發現到社群網站之所以受歡迎，是因為社群網站所提供的服務越來越多樣化，所以我們擬將線上課輔系統結合社群網站的功能，透過此線上課輔系統來觀察是否能夠提升學生的學習興趣和學習效果。 Google+ Hangouts 提供眾多功能，很適合進行線上課輔的活動，它是可以免費使用。不用考慮需要購買授權的問題。進行課輔的老師與學生，一來可以不侷限在學校裡面做線上課輔活動，在有電腦與相關設備的地方(例如家裡)作課輔教學，二來課輔教師與學生可以利用除了上課時段之外的時段進行討論。因此本論文擬將線上課輔系統結合社群網站 Google+ Hangouts 視訊聚會功能，開發出一個基於社群網站的線上課輔系統。

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II

A Social Network Based Online Tutoring System

S t u d e n t : P e n g - Yu P e n g Ad v i s o r : S h ya n - M i n g Yu a n

Institute of Computer Science and Engineering

National Chiao Tung University

Abstract

The utility of the online tutoring system is to enhance the learning effect. When students do

not understand or behind schedule in the ordinary course, through online tutoring system to

interact with tutors that can solve their problems and enhance student’s problem-solving skills.

Currently, most of online tutoring systems are used authorized real-time interactive teaching

system to online tuition. We want to use free substitute software for the authorized system. We

found that social network sites which provide a variety of functions, so we want to integrate

feature of social network site to our online tutoring system. We would like to know whether it

can enhance students’ interest and learning effect or not.

Google+ hangouts provides vary functions, it is suitable to be used on online tutoring

activities. It is free to use, and do not need to consider the authorized problem. This system could

let tutors and students do online tutoring activities anywhere, not limited at school computer lab.

Tutors and students also could discuss problems or school work anytime. In this thesis, we will

integrate Google+ Hangouts feature to our online tutoring system, and propose a Social Network

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III

Acknowledgements

在這兩年的求學期間，個人的成長與獲益實在難以筆墨形容。回想起剛進實驗室的青澀模樣，懵懵懂懂的我，跟著學長們做計劃，跟著同學們一起修課、討論作業，求學歷程中的點點滴滴都深深的烙印在我心裡。首先最要感謝的是袁賢銘老師兩年來的指導，他自由開明的風格，讓我們有許多發揮的空間，可以接觸各方面不同的領域。老師總能夠在任何研究中提出自己獨特的想法與點子，這點是我很需要去學習的。還有老師也給予我許多研究方面上的建議，當我有許多疑問時，老師也都能幫我指點迷津。另外，非常感謝擔任我的口試委員的林珊如教授、劉旨峰教授、王岱伊教授，於百忙之中抽空蒞臨指導我的論文，給予我許多有用的批評與建議。感謝實驗室的國亨學長，在執行論文計畫的這段期間持續的與我開會討論，給予我適當的建議與想法。感謝家鋒學長及江川學長，在執行計畫的研究過程中指導過我。感謝冠穎、凱哥及紘維在我面對課業上的問題時教會我許多的解決方法，常常一起討論計畫或論文的進度，督促著彼此，大家開朗的個性也常常為實驗室製造歡樂的氣氛。感謝金毛、CK及學弟們在研究的過程中所給予諸多的建議及鼓勵。最後，感謝要我父母親、男友和其他好友們，有你們的支持與信任我才能專心致力於學習。學位的達成令人欣喜，但其過程更是值得回味。謝謝你們。

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IV

摘要

……….………...I

Abstract……….………...……….II

Acknowledgements...III

Table of Contents...IV

List of Figures...VI

List of Tables...VII

1 Introduction……...1

1.1 Preface...1 1.2 Motivation...2 1.2 Objectives...4

1.3 Outline of the Thesis...4

2 Backgrounds...5

2.1 Google+...5

2.1.1 Features of Google+...5

2.2 Google+ Hangouts...6

2.2.1 Getting started with Hangouts……...6

2.2.2 Limit of Hangouts………...8

2.2.3 Features of Hangouts……...8

2.2.4 API of Hangouts………...…...9

2.3 Related Works...10

2.3.1 Online tutoring...10

2.3.2 After-School Internet Tutoring Program...…….…………...12

3 System Design and Implementation...15

3.1 Online Tutoring System...15

3.1.1 Overviews...15

3.1.2 Role………...16

3.1.3 System features...19

3.2 Integrate Hangout experience in Online Tutoring System……...….……….….. 27

3.3 Implementation Tools...28

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V

4.1 System Flow Scenarios...29

4.2 Online tutoring in Google+ Hangout...31

4.2.1 Google+ Hangout interface...31

4.2.2 Tutors and students’ interaction...32

5 Experiment and System Evaluations...37

5.1 Experiment………...37

5.2 System Usability Scale...38

5.2.1 Tutors’ SUS Questionnaire Result Analysis...39

5.2.2 Students’ SUS Questionnaire Result Analysis...41

5.3 Qualitative Research...43

6 Future Works and Conclusion ...45

6.1 Conclusion ... 45

6.2 Future Works ... 46

References... 47

Appendix A: System Usability Scale………51

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VI

List of Figures

Figure 2-1 JoinNet software……….………..…13

Figure 3-1 the overview of Online Tutoring System with Google+ Hangouts………15

Figure 3-2 the roles of Online Tutoring System ....……….……...17

Figure 3-3 the interface of Online Tutoring System………...……...19

Figure 3-4 the interface of Online Tutoring System………...……...20

Figure 3-5 Latest News feature………...………...……...21

Figure 3-6 Online Tutoring feature……….………...……...22

Figure 3-7 Course syllabus………..………...……...23

Figure 3-8 Course materials………....………...……...23

Figure 3-9 Teaching journal………...……...24

Figure 3-10 Tutor’s forum………...………...……...24

Figure 3-11 Student’s forum……..………..………...……...25

Figure 3-12 Related link………..………...……...25

Figure 3-13 Contact us form………...……...26

Figure 3-14 Sitemap………...……...26

Figure 4-1 Online Tutoring Flow Diagram ………...………...29

Figure 4-2 teaching journal………..….….….30

Figure 4-3 Screenshot of Hangout interface……….…………...………...31

Figure 4-4 search directly and the results were showed in the center of hangout…………..32

Figure 4-5 Sketchpad………...33

Figure 4-6 Add a document…………...………...…………34

Figure 4-7 annotated notes………...………...35

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VII

List of Tables

Table 2-1 System requirements for Hangouts………..………7

Table 2-2 Comparison with Google+ Hangouts and Facebook video chat…………..………9

Table 3-1 Online tutoring system features………..20

Table 3-2 Implementation Tools………..………..28

Table 5-1 Personal Information of Participants……….………...39

Table 5-2 Personal Information of Participants………..39

Table 5-3 Descriptive Statistics of Tutors’ SUS Questionnaire….………..………...40

Table 5-4: Tutors’ SUS Questionnaire and Statistics of Each Item……….…..40

Table 5-5: Descriptive Statistics of Students’ SUS Questionnaire……….……41

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1 Introduction

1.1 Preface

Today Internet has become an indispensable part of our life. Many people use Internet to

communicate to each other. With the Internet and computers, education is no longer limited to the

traditional classroom. Educational model has gradually been transferred to online learning.

Online learning and teaching is becoming a necessity in our future. Some researchers point out

that online education can be at least as effective as conventional instruction [1] [2].

Some students have learning backwardness problems. The teachers at school should play their

effective role in discovering the backwardness and giving remedies [3][4]. Many schools have

tutoring activities for after school learning. Tutoring usually refers to the act of a teacher or

instructor (called a tutor) helping a person learns something about a subject. Most commonly, it

refers to the relationship between a private teacher/instructor helping a student with school work.

Online tutoring is a better way for a student to receive help [5]. It uses a combination of

computer-mediated conferencing. Students could discuss problems with their tutor through the

Internet, do not need to see each other actually [6]. Tutors could use different way to teach

students in online tutoring [7].

Online tutoring is also appropriate for distance education [8][9]. Distance education focus on

student-centered learning and the learning objects able to autonomous learning [10][11]. It can

instruct great numbers of students at the same time. Some schools in remote districts that they

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districts that most come from disadvantaged families and their economic conditions are not well.

These students have not been able to autonomous learning completely. In the environment, the

education quality and learning ability can not balance with the urban schools [12]. So they need

online tutoring. Construct an online tutoring system and hire volunteers or undergraduate students

or graduate students as tutors. These tutors must have a high standard of academic literacy.

Design the teaching methods and materials, through one-to-one tutoring to improve the learning

backwardness problems [13].

Many schools have joined the online tutoring project for after school’s learning [14]. This project

was originally initiated by the Ministry of Education. College students tutored junior high

students and primary school students in remote districts by Internet teaching. Enhance the

learning effectiveness of students in remote districts and promote the equalization of learning

opportunities [15][16]. These schools almost use the JoinNet [17] software to online tutoring.

JoinNet is the multimedia communication client software developed by HomeMeeting. It has

many features and it is very suitable to use by online tutoring, but it is required to pay for a

license. Only schools will pay for the license when they need to use JoinNet software to online

tutoring. General users or some schools may not afford to pay the fee of license, but they need

and want online tutoring. So we would like to use free software to online tutoring.

1.2 Motivation

We expect to let more people could use online tutoring system, so we want to find some free

software to be used in our system. Nowadays, social networking sites are very popular. The usage

of social networking sites is more and more. Social networking site such as Facebook[18],

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with their friends on a one-to-one basis, or a user may chat with multiple friends simultaneously

through the groups feature. User’s homepage shows information that includes profile changes, upcoming events, and other updates, and it also shows conversations taking place between the

walls of a user’s friends. In addition, Google+ has a feature different with Facebook, that is the

Hangouts function. Hangouts are places used to facilitate group video chat. Facebook also has

video chat, but it only one-to-one chat and it can not do other operations. Hangouts feature is

different, it has video communication and allows users to share documents, share a scratchpad

and share their screens with other users. It’s free and convenience to use.

We want to integrate the Hangouts to our online tutoring system. There is the first time to use

Hangouts on online tutoring. Tutors could communicate with their students more easily and

conveniently. The past online tutoring way is that tutors and students who gather in their school’s

computer lab in the same time are teaching and learning but if use the Google+ Hangouts, it

could let tutors and students online tutoring anywhere. Google+ Hangouts also support mobile

user. Users only need a computer with Internet or 3G mobile phone then could start tutoring. It is

not limited in the school’s computer lab to online tutoring. Two parties do not need to stay in

school, maybe it is a good way to them. But it also has some problems we face and should to

control. This new tutoring way has many advantages, such as tutors and students could

communicate with each other more effortlessly and frequently. It offers more opportunities that

they could discuss problems in learning or school work. Students could ask their tutor questions

directly or log on Google+ then leave some messages to their tutor instead of stay these questions

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1.3 Objectives

We want to provide an online tutoring system which integrated social networking site

features that could support collaborative teaching and learning. By integrated social networking

site features which could enhance learner’s interest and help the two parties interacting with each other immediately. Our teaching strategy is one-to-one tutoring; the tutor could concentrate on

teaching his/her students.

We also intend to create a simple, convenient and user-friendly interface of our online

tutoring system, not having complicated steps and difficult to use. In our online tutoring system,

we provide many features to users, like usual e-learning websites. We expect that our online

tutoring system could enhance students’ learning performance and train students’ ability to solve

problems. We also expect that we can provide a practical platform to tutors, they could teaching

more conveniently and know students’ learning situation and interact with student more easily.

1.4 Outline of the thesis

This dissertation is divided into six chapters. The following is a brief description of the

content of each other:

In chapter 2, we discuss the background of online tutoring system and the related work. In

chapter 3, we show a diagram of system overview, introduce features in our online tutoring

system and describe implementation details. Next, in chapter 4 presents the flow of online

tutoring operations. The system evaluation is in chapter 5 containing the questionnaire analysis.

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2 Backgrounds

2.1 Google+

Google+ (sometimes abbreviated as G+) is a social networking service, operated by Google Inc.

The service launched on June 28, 2011. Google+ integrates across a number of Google social

services such as Google Profiles, Mail and introduces new services identified as Circles,

Hangouts and Sparks. Google+ is available as a website and on mobile devices. Google+ is about

having great conversations. Share photos, videos, links, or anything else that’s on your mind.

2.1.1 Features of Google+

 “Circles”

This feature enables users to organize people into groups for sharing across various Google

products and services. Circles make it easy to share the right things with the right people,

just like in real life.

 “Hangouts”

Hangouts are places used to facilitate group video chat with up to 10 people participating in

a single Hangout. It also supports mobile users.

 “Messenger”

This feature let users can bring groups of friends together into a simple group chat, putting

everyone on the same page.

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This feature is a front-end to Google Search, enabling users to identify topics they might be

interested in sharing with others.

 “Search”

This feature allows users to search for content within Google+. Users type what they’re

looking for into the Google+ search box, and Google will return relevant people and posts,

as well as popular content from around the web.

 “Pages”

Pages are available to everyone. Users can create public pages for brands, products, local

businesses and more.

2.2 Google+ Hangouts

Hangout is meant a place where someone spends a lot of time or where they live. Google+

Hangouts is the video chatting service available on Google+. You can use this to chat with

friends or everyone is not always around their computers. It’s free to use. To use hangouts, users

need a google account first. Only Google+ users are able to use this hangouts feature. We use

Google Hangouts to do online tutoring activities in our system.

2.2.1 How to getting started with Hangouts

Before we want to start a hangout, something we must be to know. The following are some

requirements.

1. Check out the system requirements(Table 2.1) to make sure you’re using a supported browser

and operating system, and that your processor and bandwidth are sufficient.

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7 3. Make sure that your webcam is working.

4. Suppose to use a headset. Headphones with a built in microphone will dramatically improve

your Hangout experience. The hangout settings page can help users to confirm that user’s

computer is set up and ready to use.

Table 2-1 system requirements for Hangouts

Supported Browsers:

 Google Chrome 10+

 Microsoft Internet Explorer (IE) 8+  Mozilla Firefox 3+

 Safari 4+

Supported Operating systems:  Mac OS X 10.5+  Windows 7

 Windows Vista with SP1 or later  Windows XP

 Chrome

 Ubuntu and other Debian based Linux distributions

Processor Minimum Requirements: Any 2 Ghz dual core processor or greater

Bandwidth  For 1:1 connections we suggest a 900kbps (up/down)

 For group video connectivity we suggest 900kbps/1800kbps (up/down)

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2.2.2 Limit of Hangouts

There limitation of Hangouts is that maximum ten participants when in the Hangout. In other

words, a tutor teaches nine students at the same time at most.

2.2.3 Features of Hangouts

The following is a list of the google+ hangout features:

 “Screen Share”

Users could share their screen to others. This feature could be used in when tutor want to

teach something step by step. And then student could know about the correct operation.

 “Text record”

All notes typed in hangout document are recorded in user’s google document. When the

hangout finished, users could keep all notes and review these notes in users’ google

document.

 “Draw record”

Users draw something or wrote some equations in sketchpad. These writings are recorded in

users’ google document. When the hangout finished, users could keep all writings and

review these writings in users’ google document.

 “Google Doc integration”

The files which were uploaded to users’ google document could be uploaded in hangouts

and shared to others. When these files in hangouts were modified, the files in users’ google

document were updated immediately.

 “Group Chat”

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9  Invite a phone participant to hangout.

Why did we choose Hangouts and didn’t choose facebook chat? The following table is a

comparison with Google+ Hangouts and Facebook chat.

Table 2-2 Comparison with Google+ Hangouts and Facebook video chat

Facebook Video Chat Google+ Hangouts

Whiteboard no yes

Text chat yes (another window) yes

Text Record no yes

Recording no yes

Screen share no yes

Collaborative browsing no yes

Upload files no yes

Participant 2(one-to-one) Max. of 10 (one-to-one

or one-to-many)

Price free free

From the Table2-2, we could understand that Facebook chat is not suitable to be use in online

tutoring. Because Facebook only provides video communication, it can not upload course

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2.2.4 API of Google+ Hangouts

The Hangouts API enables users to develop collaborative apps that run inside of a Google+

Hangout. We could write Hangout apps using standard HTML, JavaScript, and CSS. The

Hangout APIs consist of three important aspects: Gadget XML, Application state, and Events.

2.3 Related Works

In the sections, we will introduce some researches about online tutoring. Such as interaction of

tutors and students, web sources are learning materials, students’ learning attitude and learning

performance.

In order to understand the other’s online tutoring system with our differences, the last section we will introduce the after-school Internet tutoring program which promoted by the Ministry of

Education.

2.3.1 Online tutoring

 Interaction

Moore (1989) [21] discusses three types of interaction essential in distance education. Those are

learner-content, learner-instructor, and learner-learner interactions. In learner-content interaction

the student interacts with the course materials. The learner gains and constructs knowledge by

working with the subject matter. Careful selection of materials and activities for online tutoring

will help learners achieve course objectives. Learner-instructor interaction involves direct

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comprehension or progress with the content. Carefully select communication technologies to

enable and increase interaction and collaboration among learners. The learner-learner interaction

is the exchange of information, ideas, and dialogue that occur between students about the course.

Hillman, Hills, and Gunawardena (1994) [22] have taken the idea of interaction a step farther and

added a fourth component to the model learner-interface interaction. This means that the learner

must understand not only the procedures of working with the interface, but also the reasons why

these procedures obtain results. Furthermore, Kearsley states that “a high level of interaction is

desirable and positively affects the effectiveness of any distance education course (Kearsley,

1995)[23].

 Resources

There are plentiful resources on the internet. These online resources may be able to used in

teaching or be a part of learning through instructional design [24]. Lisa Dawley introduced many

tools for online teaching. These tools are Audio/Video Conferencing and Whiteboard, Chat and

Instant Messaging, Discussion Forums and etc. The strengths and weaknesses of each tool are

discussed in detail. Make the best use of these tools; it will improve the effect of online teaching

[25].

 Learning attitude

Utilizing on-line-tutoring system students not only has developed the ability to propose their own

ideas, but also has shown willing to participate activity in the discussion. Even when unable to

use on-line tutoring due to external factors, students also are not willing to give up the learning

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The study found that if the students had more internet experience, they would have better

performance and learning satisfaction, and were more willing to study in the web-based

environment [28]. If students like Internet learning then their learning performance must be better

than some students are passive learning.

2.3.2 After-School Internet Tutoring Program

This After-School Internet Tutoring Program has been promoted by the Ministry of Education for

six years. The Ministry of Education commissioned the National Chi Nan University in 2006 to

establish the “After-School Internet Tutoring Platform” that provides those students in remote

districts with “one-to-one” or “one-to-many” tutoring service through the Internet. Many college

students participate in this program and serve as tutors. These college students who gathered in

the computer lab were tutoring with students in remote districts. On the other side, students in

remote districts who also gathered in the computer lab were online learning with their tutors.

Why they need to gather in the school computer lab? Because some students in remote districts

who have no computer or no Internet connection. Moreover, this way is good for managing

students and tutors.

Before online tutoring, they need to make sure that webcam and handset are working. Sometimes

it needs to adjust the volume levels in audio files. And then, they need to install JoinNet software.

They used JoinNet software to online tutoring. Tutors enter the classroom ahead; students need to

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with the features of this tutoring platform (Figure 2-1). Tutors use the tools of the classroom to

teaching their students.

Figure 2-1 JoinNet software

The tutoring platform has many features, such as: whiteboard, surf the Web together, shared

desktop, distance remote, chat box, recording, and audio and video communication, and so on.

JointNet allows the tutor to see and talk to any number of students simultaneously. [29]

When they are beginning to online tutoring, they must have some problems as suddenly more

people use JoinNet that cause system instability, tutors and students spend many time to check

other status. If the system instability, students maybe can not hear tutors’ voice. Tutors reduce the

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Tutors’ seat can not set closely in school computer lab, because microphones receive others

sound. This may let students confused and reduce the quality of teaching.

The implementation effectiveness of this project is ensures that could enhance students’ interest

and increase learning effectiveness [30] [31]. It can also help tutors foster their professional

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3 System Design and Implementation

3.1 Online Tutoring System

3.1.1 Overview

The first part we proposed in this thesis is named “Online Tutoring System”. The Online Tutoring System is mainly designed for collaborative teaching and learning. Figure 3-1 depicts

the overview of Online Tutoring System with Google+ Hangouts.

Tutor Student

Online Tutoring System Google+ Hangouts

Figure 3-1 the overview of Online Tutoring System with Google+ Hangouts

Local DB

Sync

1 1

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16 This system process is as follows:

Step1:

When users who would like to use this online tutoring system need to register an account.

Only the first time needed. Tutors and students need to login to this online tutoring system

simply enter their username and password. When they already login, they have rights to use

the online tutoring system.

Step 2:

When tutors and students prepare to online tutoring, they link to online tutoring page, click

the start class button and then system will connect them to google+ hangout page. Our

online tutoring system used Google+ Hangouts to online tutoring.

Sync:

After two parties log in our online tutoring system, their data, course materials, and discuss

content are stored in local database(MySQL). Administrator can manage those data.

3.1.2 Role

In our online tutoring system, we have four roles. One is tutor; others are student, class teacher

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Figure 3-2 the roles of Online Tutoring System  Tutor

We hire undergraduate or postgraduate students to be tutor. Require them to prepare course

materials for student. Our tutors have positive attitude and like to help student to solve

problems. Tutors help students figure out the answer on their own and use the tools of the

classroom to share resources, explain complicated diagrams and review papers together. We

also hope tutors could improve students’ learning attitude. Make them know that learning is

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18  Student

Usually choose junior high school or elementary school students who need to tutored.

Teachers in school pick up some students to be online tutoring object. Some of them maybe

have learning backwardness problems, or volunteer to take online tutoring courses.

 Class teacher

School teacher as a priority to served. There should have one class teacher in tutor’s portion

or student’s portion. Class teacher most know what the students think and their behavior. Class teachers deal with situations which have suddenly happened. Such as today courses

were suspended, they need to contact students and notify them. Or students always cannot

attention to learning, class teacher should to correct students.

 System administrator

Maintain the system data and features. If need that the system administrator will improve or

add system feature. We also construct a feature which will contact to system administrator in

our online tutoring system, if users have troubles, they could fill out the form in contact us

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3.1.3 System Architecture

Figure 3-3 System Architecture of Online Tutoring System

Figure3-3 is system architecture of our online tutoring system. We construct a system and design

some features that tutors and students could use. And their course materials, discuss content,

member information will recorded into our database.

Figure3-4 is our online tutoring system interface. Table 3-1 is a list of system functions in our

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Figure 3-4 interface of Online Tutoring System

We construct a user-friendly interface. The major features are set in the navigation bar. Minor

features set in separate pages. Each page we have operate instructions, let users could easy to

use in our system.

Table 3-1 online tutoring system features

Features Illustration

3.2 Integrate Hangout experience in Online Tutoring System

Google+ Hangouts API enables users to develop apps and run in Google+ App. We can

download the open source code. Before we can use the Google+ Hangouts API, we need to create

a project in the Google APIs console. We could create a new project or open the sample project.

Then scroll down to the Google+ Hangouts API, click ON and accept the terms of service. After

we've written our Hangout app, we must publish our Gadget XML file to a publicly accessible

URL and register our app in the Google APIs console. We can start a hangout in the developer

sandbox with our app running in it. We still are writing our Hangout applications now.

We use Google+ hangouts to online tutoring. When they are beginning to tutoring, we provided a

button which consists of Hangout link, they click the button, and they will connect to Hangout

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3.3 Implementation Tools

In this program, we use a number of open source tools and libraries for developing the online

tutoring system as shown Table3-2.

Table 3-2 Implementation Tools

Name Usage Version License

PHP Programming 5.2.6 PHP License

Apache HTTP Server Web server 2.2.8 Apache License 2.0

MySQL Database 5.0.21b GNU GPL

phpMyAdmin Database Manager 2.10.3 GNU GPL

We use PHP programs to construct our online tutoring system, design the web pages and system

features. The majority of web servers on the Internet are using the Apache HTTP Server. Using

MySQL to store data, such as member’s information, course materials and news, discuss content

and so on. PhpMyAdmin is intended to handle the administration of MySQL with the use of a

Web browser, and it supports a wide range of operations with MySQL. Through phpMyAdmin,

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4 System Demonstration

4.1 Online Tutoring Flow Scenarios

Figure 4-1 Online Tutoring Flow Diagram

The scenario of the online tutoring flow diagram is shown in Figure 4-1. In this diagram, we

illustrate step by step, initially, tutor and student both log in the online tutoring system, turn to the

online tutoring page,(1) click the start tutoring button to start tutoring. (2) Tutor’s page will open

the hangout window automatically. Student’s page directed to the google+ homepage. (3) Tutor need to invite student to join the hangout. So tutor click Invite at the hangout window and type

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window, the hangout is started. (4)When tutor already invited student to join the hangout, google

will notice student that someone invited you to join the hangout automatically. (5)Student joins

the hangout. (6) When both already join the hangout, then start tutoring. Before tutoring, both of

them need to make sure their microphone and camera are working correctly.

After finished today course and exited the hangout, tutor needs to write teaching journal which

recorded the progress of teaching and tutoring situation. Figure 4-2 showed that the teaching

journal form.

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4.2 Online tutoring in Google+ Hangout

4.2.1 Google+ Hangout interface

Figure 4-2 shows the screenshot of Hangout interface. Tutor and student can see each other’s

page at (1). Participants can use “Notes”, “Sketch”, “Add a document” and “Group chat”

functions at the sidebar at (2). Also can use (3) “Screen share” function to share screen to other

participant. (4)The settings page helps confirm that participant’s computer, microphone and webcam are set up and ready to use. If today course is finished, click the “exit” button to exit the

hangout at (5).

Figure 4-3 Screenshot of Hangout interface

(1) (2)

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4.2.2 Tutors and students’ interaction



Notes

To edit a note to the hangout, click the “Notes” at the top of the sidebar. Tutor can share notes with student. Both of them can take notes or edit collaboratively. If some words we want to

search it, click Right-Click to choose “search”, it will appear a small window in the center of

hangout that show the searching results. It do not need to switching windows. It can insert the

link to the word which we searched directly.

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

Sketchpad

To sketch something to the hangout, click the “Sketchpad” at the top of the sidebar. This will create a blank Sketchpad document which allows users to collaborate in real-time. Tutor can

collaboratively draw diagrams with student. By using handwriting tablet, tutor could write

questions, equations, concept diagramming or tutoring his/her student in math easily and

conveniently.

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34  Add a document

To add a document to the hangout, click the “add a document button” at the top of the sidebar. Figure 4-5 showed that choose the documents you’d like to share and click “Select”. It can

upload different types of documents, such as ppt, pdf, doc and etc. The video file also can be

uploaded to the hangout. The document will show up in the left portion of the video screen. Tutor

can share his/her course materials or a google document with his/her student. Figure 4-6 showed

that the document which was added in the hangout could be annotated. The annotated document

will save in their Google Doc.

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Figure 4-7 annotated notes

 Share screen

Click the “Share Screen” button at the top to share own screen with others. If you have multiple

windows open, you will be asked to choose one to share. Select that window, then click share.

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Figure 4-8 Screen share

 Group Chat

This feature let tutor could chat with student. If student can’t hear what tutor said, student could type something to notify tutor. Tutor could type steps to solve student’s problems.

 Invite

In the hangout, still could invite someone to join the hangout. It can invite mobile users who

installed google+ app. But in our online tutoring system, it is not allow tutor or student to invite

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5 Experiment and System Evaluations

5.1 Experiment

We have an experiment with Jhongli commercial high school. The experimental subjects consist

of 4 students and 4 tutors. The educational level of tutors is college student and master. The

students are grade one students in senior high school. We provided one-to-one tutoring. The

tutoring time is one hour per week. We asked the tutors come to the computer lab and do the

online tutoring activity. Because this is the first experiment, we want to know the real situation

about this experiment. And if something happened, we could help or adjust immediately. Before

the online tutoring, we introduced our system and illustrated how to operate to tutors. In the

students’ side, their class teacher had explained the operations of online tutoring system. Students can stay in their home and do the online tutoring activity.

We observed that they do the online activities very fluently. Sometimes the student faced some

problems and he did not know how to solve, the tutor will give the student some opinions and

solve the problems. The student also asks the homework questions to the tutor actively. Their

subject is math, and they found that they write something in sketchpad, the writings sometimes

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5.2 System Usability Test

When this system is completed, we invited some tutors and students to use it. Before they use the

system, we illustrated this system how to use it. If they had any questions, we could help them

instantly. After they had enough know about this system, we let them to fill out the questionnaire

of system’s usability.

We adopt the questionnaire System Usability Scale (SUS) developed by John Brooke [33] to

evaluate the users’ view of system’s usability. The SUS has ten items which is composed of five positive statements and five negative statements. Five-point scale ranges from 1 as strongly

disagree to 5 as strongly agree was used for the measurement. The SUS scores have a range of 0

to 100.

To calculate the SUS score, first sum the score contributions from each item. Each item’s score

contribution will range from 0 to 4. For odd items (1,3,5,7,and 9) the score contribution is the

scale position minus 1. For even items (2,4,6,8 and 10) the score contribution is 5 minus the scale

position. To obtain the overall value of SUS, need to multiply the sum of the scores by 2.5. Total

score is 100.

Totally, we had 58 participants, 37 were students and 21 were tutors. Among the participants, the

age of participants ranged from 19 to 30 years old; 25 were female, and 33 were male. Most of

them had e-learning experience. We thought that they were very familiar with Internet, because

they had above four years Internet experience. Their partial personal information was shown in

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Table 5-1 Personal Information of Participants

Role Participants Gender Age(years old) E-Learning

Experience(y/n)

Male Female 19-22 23-26 26-30 Above 30

yes no

Tutor 21 9 12 2 15 2 2 17 4

Student 37 24 13 6 28 3 0 24 13

Table 5-2 Personal Information of Participants Role Education level Internet experience

(Years)

Spend hours on the Internet per day(Hours)

College Master Professor 4-7 7-10 Above 10

1-4 4-7 7-10 Above 10

Tutor 6 14 1 4 6 11 4 4 5 8

Student 18 18 1 2 11 14 8 9 10 10

All tutors’ questionnaires were valid questionnaires. In these 37 students’ questionnaires, 35 questionnaires were valid, 2 questionnaires was invalid. We divide the questionnaire results into

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5.2.1 Tutors’ SUS Questionnaire Result Analysis

The following is that we show the SUS score of tutors’ questionnaire results and explain some

findings in the results.

Table 5-3: Descriptive Statistics of Tutors’ SUS Questionnaire

N Mean Median Min Max SD

Statistics 21 78.6 80 52.5 100 14.3

Listed in table 5-3 are the “SUS scores” of Tutors’ SUS Questionnaire. As summarized in table

5-4, the mean SUS score is 78.6, the maximum is 100 and the minimum is 52.5. Since the Mean

and the Median are 78.6 and 80, respectively, these scores indicate that the Social Network based

Online Tutoring system is usable.

Table 5-4: Tutors’ SUS Questionnaire and Statistics of Each Item

System Usability Scale Mean SD

1. I think that I would like to use this system frequently 4.3 0.6

2. I found the system unnecessarily complex 2 0.8

3. I thought the system was easy to use 4.2 0.7

4. I think that I would need the support of a technical person to be able to use

this system

2.3 1.2

5. I found the various functions in this system were well integrated 4 0.7

6. I thought there was too much inconsistency in this system 1.9 0.7

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8. I found the system very cumbersome to use 1.6 0.6

9. I felt very confident using the system 4.4 0.6

10. I needed to learn a lot of things before I could get going with this system 1.9 0.7

This survey in Table 5-4 revealed the following findings:

 The odd items gained the highest mean. It indicated that most tutors felt very confident while using the Social Network based Online Tutoring system. They showed that this

system achieved good characteristics such as attractive to interact with, easy to use, and

quick to learn.

 The standard deviation of 4th

item was relatively high. It indicated that some tutors were

familiar with Online Tutoring system, but some were not. Some tutors still needed a

technical person who illustrates how to use this online tutoring system. Therefore, some

needed technical supports, but some could use the system totally by themselves

5.2.2 Students’ SUS Questionnaire Result Analysis

The following is that we show the SUS score of students’ questionnaire results and explain some

findings in the results.

Table 5-5: Descriptive Statistics of Students’ SUS Questionnaire

N Mean Median Min Max SD

Statistics 35 71.8 70 50 92.5 13.1

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5-6, the mean SUS score is 71.8, the maximum is 92.5 and the minimum is 50. Since the Mean

and the Median are 71.8 and 70, respectively, these scores indicate that the Social Network based

Online Tutoring system is usable.

Table 5-6: Students’ SUS Questionnaire and Statistics of Each Item

System Usability Scale Mean SD

1. I think that I would like to use this system frequently 4.1 0.5

2. I found the system unnecessarily complex 2.3 0.9

3. I thought the system was easy to use 4.2 0.6

4. I think that I would need the support of a technical person to be able to use

this system

2.5 1.1

5. I found the various functions in this system were well integrated 3.9 0.7

6. I thought there was too much inconsistency in this system 2.2 0.9

7. I would imagine that most people would learn to use the system very quickly 4 0.8

8. I found the system very cumbersome to use 1.8 0.7

9. I felt very confident using the system 4.1 0.7

10. I needed to learn a lot of things before I could get going with this system 2.6 1.1

This survey in table 5-6 revealed the following findings:

 The 3rd

items gained the highest mean. It indicated that most of students thought that this is

an easy to use system.

 The next three with higher ranks were the 1st

, 7th, and 9th items. It indicated that most of students would like to frequent to use this system, and could imagine that other people who

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item and 10th item were relatively high. It indicated that some students thought that they need support from technical person, and they need to learn a lot of

things before they could get going with this system. But some students were not. They could

use this system directly by themselves.

5.3 Qualitative Research

After finishing interaction with the online tutoring system and filling out the SUS questionnaire,

we had interviews with some students and some experts who have plentiful experiences in online

tutoring. We want to know their thoughts or ideas on our online tutoring system.

There are twenty-three people were interviewed. Seven of them were female, and sixteen were

male. The age ranges from 20 years old to 30 years old. The average time for an interview was

approximately 5 to10 minutes. Their responses were record in document forms.

Our first question was asked them how did them feel about this online tutoring system. These

interviewees described their feelings and thoughts. We got some useful information. Their

responses were leading to four main categories.

 Satisfaction

Most of interviewees said that they felt the online system interface is beautiful and user-friendly.

They found the various functions in this system were well integrated and will continue to use this

system.

 Operation

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44 they were using the system.

 System conception

They thought that social network based online tutoring system is a creative and innovative idea. It

is a new way to online tutoring.

 Learning

Some interviewees said that this online tutoring system could enhance the learning effect for

students in remote districts and increase more interaction with students.

The experts had given some advices.

1. Account Integrated. Because now they need to sign in the online tutoring system and sign in

the google. If we could integrate the account, it must be convenient for tutors and students.

2. Recording. Their online tutoring videos need to be recorded. If the teaching videos had

recorded, they could see or edit the videos. For students, they could review it. For the tutors, they

could know about the teaching situation and improve their teaching skills.

3. When tutors and students do the online tutoring at their home, we could not know the real

situation of tutoring. If something happened suddenly, we can not solve it instantly. Let two

parties do the tutoring activities in school computer lab, most situations we could control, the

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6 Conclusion and Future works

6.1 Conclusion

In our system, we create a social network based online tutoring system. We use the Google+

hangout to be tutoring software. Google+ hangout is funcional enough for presently tutoring, and

it is free to use Google+ hangout. Start a hangout like enter a privacy classroom. Tutors could use

the tools of the classroom to share resources, explain complicated diagrams and review papers

with students. Students could discuss problems with their tutors, and receive their tutor’s

responses instantly. Our online tutoring system also provides discuss forums for them. Tutors

could share their teaching experiences in tutor’s discuss forum, and could do their best to answer the questions that students posted in student’s discuss forum. The teaching journals which tutor

writed were recorded in our database. We could understand the learning situation from this

teaching journals.

Through the results of the SUS questionnaire, we found that most of users thought that this online

system is usable and could enhance student’s learning effectiveness. It could increases the interaction with tutors and students. We illustrate that online tutoring flow of our online tutoring

system in detail. However, we alse provide a user-friendly, simple interface for users. Because

we want to let users who felt confident when he/she using this online tutoring system. From the

Qualitative Research, we could confirmed that our system is easy to use and they are satisfied

with our online tutoring system.

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6.2 Future work

There are some improvements for social network based online tutoring system. Through several

experts’ comment, we need to add some features. First, direct log in our system by using google’s account. This could reduce the problem of duplicate login. Because users need to log in our

system and log in google with their google accounts at present. Second, some expert thought that

distance remote is an important feature in online tuition. Because when they are online tutoring,

the student may play games or surf other websites that the tutor do not know. Add distance

remote feature, tutor could catch student’s attention. Third, we want to integrate the annotated

materials to the online tutoring system. The tutor uploaded an original version of material to

online tutoring system. The materials they used in tuition also recorded in our online tutoring

system. Fourth, we want to customize the google+ hangout. We only have one whiteboard could

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Reference

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on Computer science education, 216-220, 2005.

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[33] Brooke, J., “SUS: a “quick and dirty” usability scale”. In P. W. Jordan, B. Thomas, B. A. Weerdmeester, & A. L. McClelland. Usability Evaluation in Industry. London: Taylor and Francis, 1996.

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Appendix A: System Usability Scale

This questionnaire is based on the System Usability Scale (SUS), which was developed by John Brooke while working at Digital Equipment Corporation. © Digital Equipment Corporation, 1986.

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Appendix B: Questions of Qualitative Research

Please write your experiences and feelings

about this online tutoring system

Please write something you thought that needs to improve in the online tutoring system Please write what features you want to add in the online tutoring system

一個基於社群網站的線上課輔系統

國

立

交

通

大

學

資訊科學與工程研究所

碩

士

論

文

一 個 基 於 社 群 網 站 的 線 上 課 輔 系 統

A Social Network Based Online Tutoring System

研 究 生：彭珮瑜

指導教授：袁賢銘 教授

一個基於社群網站的線上課輔系統

A Social Network Based Online Tutoring System

研 究 生：彭珮瑜 Student：Pei-Yu Peng

指導教授：袁賢銘 Advisor：Shyan-Ming Yuan

國 立 交 通 大 學

資訊科學與工程研究所

碩 士 論 文

一個基於社群網站的線上課輔系統

學生:彭珮瑜 指導教授:袁賢銘

國立交通大學資訊科學與工程研究所

摘要

A Social Network Based Online Tutoring System

S t u d e n t : P e n g - Yu P e n g Ad v i s o r : S h ya n - M i n g Yu a n

Institute of Computer Science and Engineering

National Chiao Tung University

Acknowledgements

Table of Contents

摘要

……….………...I

Abstract……….………...……….II

Acknowledgements...III

Table of Contents...IV

List of Figures...VI

List of Tables...VII

1 Introduction……...1

2 Backgrounds...5

3 System Design and Implementation...15

5 Experiment and System Evaluations...37

6 Future Works and Conclusion ...45

References... 47

Appendix A: System Usability Scale………51

List of Figures

List of Tables

1 Introduction

1.1 Preface

1.2 Motivation

1.3 Objectives

1.4 Outline of the thesis

2 Backgrounds

2.1 Google+

2.1.1 Features of Google+

2.2 Google+ Hangouts

2.2.1 How to getting started with Hangouts

2.2.2 Limit of Hangouts

2.2.3 Features of Hangouts

2.2.4 API of Google+ Hangouts

2.3 Related Works

2.3.1 Online tutoring

2.3.2 After-School Internet Tutoring Program

3 System Design and Implementation

3.1 Online Tutoring System

3.1.1 Overview

3.1.2 Role

3.1.3 System Architecture

3.2 Integrate Hangout experience in Online Tutoring System

3.3 Implementation Tools

4 System Demonstration

4.1 Online Tutoring Flow Scenarios

4.2 Online tutoring in Google+ Hangout

4.2.1 Google+ Hangout interface

4.2.2 Tutors and students’ interaction





5 Experiment and System Evaluations

一個基於社群網站的線上課輔系統

研究生：彭珮瑜

指導教授：袁賢銘教授

研究生：彭珮瑜 Student：Pei-Yu Peng

國立交通大學

碩士論文

學生:彭珮瑜指導教授:袁賢銘