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One of the effects of the COVID-19 pandemic is the adaptation of most of the activities remotely or virtually, in the case of medical appointments, in the different specialties other than emergencies produced by COVID-19. Most of them continued in the format through online appointments. One of the important processes in medical evaluations is related to the so-called specialist boards, where special cases are evaluated, for which several physicians must be connected online, in addition to being able to make reports jointly. In this paper we develop a methodology to perform medical meetings of specialists, using a platform dedicated to the use in video games, through the DISCORD tool interconnectivity from various devices is performed, the results demonstrate the interactivity and applicability of the methodology, so it can be applied in different processes where interconnectivity between different devices and the concurrence of several users is required. We present a methodology to configure virtual appointment rooms, the results allow us to verify that the methodology can be replicated and scaled according to the needs. © 2022 ACM.
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The Flipped Classroom methodology encourages students to interact with content in multiple ways and professors, who provide active learning strategies to create a super engaging group space that can extend beyond the classroom walls. The purpose of the study was to generate learning scenarios that ensure the good performance of students to achieve the skills in two programming courses at a private university in Peru, making its implementation sustainable over the years. The educational proposal presented in this research made use of the flipped classroom methodology and the Discord platform as an agile means of communication. The results are very encouraging because it allowed students to participate in their own learning in an active and self-directed way so that they self-regulate their own learning path individually and in groups;based on flipped classroom and successfully deployed on the Discord platform. © 2023 IEEE.
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The COVID-19 pandemic introduced new challenges with subsequent opportunities to teach innovative ways of team collaboration. One example is the utilisation of social media to foster online team collaboration. This study investigates the use of Discord by students, a social media platform originally developed for online gamers, to collaborate virtually to complete project team tasks. The research question – what role a social media tool, namely Discord, plays in fostering team collaboration – was investigated using a qualitative, interpretative approach. Topic modeling identified ten themes, with the most vital theme indicating that students initially used Discord due to the academic requirement but later extensively used the platform because of its convenience and usefulness. Most students continued to use Discord even after completing their studies. While the main reason for adopting the tool was convenience due to peers using the platform, it became a logical and practical platform to communicate with friends, work on completing tasks together, and as a result, create a strong sense of belonging. © (2022) by Association for Information Systems (AIS) All rights reserved.
ABSTRACT
A learning environment is a diverse platform where users are engaged and interacted to learn new skills by any means of learning methodology. Nowadays the millennial students are fast learners and expecting a new learning environment and methodology to enhance their skills in learning and acquiring knowledge. Though they possess many good skills they are under various pressurized social and family environments due to COVID-19 pandemic which lead to get depressed quickly. The traditional teaching learning methodology is also increasing their stress. This stress will affect the cognitive functioning among the students and the mentors and further leads the students to hate their subjects and slowly reduce their involvement and interaction with subject instructors. To overcome the above problem, the instructors should have the responsibility to incorporate an arsenal of strategies that would inoculate learners against the negative attitude by providing enough positive experiences during this post COVID situation. The proposed work gives a brief description about the online and off line learning environments and their impact on the education with societal aspects. It collaborates the research from different traditions and gives description about the connections that can be drawn between the teacher-student interactions and with the peer interaction through case studies. © 2022, Rajarambapu Institute Of Technology. All rights reserved.
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CONTEXT This paper is concerned with the delivery of a large scale, highly practical, design-and-build engineering course through the transition to online learning during 2020 and blended learning in 2021. While the nature of face-to-face project-based learning can be very engaging, delivery faced enormous challenges with lockdowns and online requirements during 2020. The unprecedented nature of this situation, and compressed timeframes in which to adapt provided an opportunity to try a range of novel delivery methods. Some of these methods created for 'emergency teaching' can provide value even as the situation returns to normal - while we believe others should be noted as lessons learnt. PURPOSE OR GOAL In this paper, we analyse the efficacy of strategies used in transferring a large project-based course to an online environment in the short timeframe dictated by COVID19. We aim to: • Determine, where possible, the key parameters that dictated success/failure in this case. • Discuss application of these learnings to a second, semi-online delivery and evaluate their effectiveness for the future. We are particularly interested in;informal platforms for content delivery (Discord and YouTube livestreams), involving students in course design delivery and assessment, and facilitating design and build by students in an online environment. APPROACH OR METHODOLOGY/METHODS This is a case study of the Course ENGG1500 running over 2020 and 2021 as compared to pre COVID offerings. The Student Feedback on Courses is the main source of both qualitative and quantitative data. Interviews with teaching staff on their experience have also been used to best capture the relevant data. The course ran several parallel discipline specific projects - each with different levels of difficulty and utilising a range of strategies. ACTUAL OR ANTICIPATED OUTCOMES Creating less formal engagement platforms for students has been widely successful. Discord was shown to be a superior platform over Blackboard Collaborate and YouTube over Zoom. Students and staff were found to remain highly engaged and supportive when brought into the change process and this involvement of students is believed to be a major success factor. CONCLUSIONS/RECOMMENDATIONS/SUMMARY While the workload was significantly higher than in face-to-face environment, practical, design and build, project-based learning can be successfully conducted in an online environment. However, consideration must be given to the varying levels of student success. Copyright © D. Cuskelly, 2021.
ABSTRACT
The COVID-19 pandemic has highlighted the importance of understanding the effectiveness of online learning tools, especially for the socio-cultural aspects of education. In online classes, we observed that students had low participation in online discussions with peers or instructors. Recognizing the importance of having a platform that supports digital collaboration, academic content delivery, and social interactions between students in a class, we utilized a platform popular with students, Discord, in two large undergraduate Computer Science classes at a mid-sized university. We evaluated their experiences and perceptions using a survey at the beginning and end of the quarter. Eighty-seven percent of participants who used the class Discord stated that using a digital collaboration platform like Discord to supplement classroom online interaction enhanced their sense of belonging in the class. Drawbacks were non-class relevant chatter, questions being lost in the shuffle, and academic honesty. We hope this work will assist educators to bridge the gap between the in-person and online classrooms by leveraging digital communication platforms which facilitate a space for student socialization. © 2022 IEEE.
ABSTRACT
Many universities shifted to Open Distance Learning (ODL) to ensure the continuity of teaching and learning when Covid-19 struck. One of the applications is ‘Discord' which has become popular among gamers. Since many university students are gamers themselves, it is vital to investigate the use of Discord in the classroom. Therefore, this paper presents the potential, effectiveness, and satisfaction of using Discord as a digital learning tool among higher education students. Discord is a very convenient way of communication which can be a best platform to engage students and instructors during pandemic. A study was carried out among 81 students through questionnaire survey via Google Form to seek students' feedback on the usefulness and satisfaction of using Discord as platform for learning interaction and engagement during pandemic. All returned survey was analysed using Statistical Package for Social Science (SPSS) 20 through reliability test, descriptive analysis, and correlation test. The non-parametric statistical methods such as Chi Square and Mann-Whitney U were selected for this study. Both Kolmogorov Smirnov and Shapiro-Wilk Test indicate that the statistically significant result where dependent variable such as the average time spend daily is not normally distributed. The findings from this study shows that Discord is a very convenient application to help with the promotion of learning engagement through its usefulness and user satisfaction. The study shows that the use of Discord may help students in having better understanding by encouraging the active social and learning engagement on Discord platform where students and instructors can have discussion and socialise among members of Discord server in a flexible time and condition. © 2022. All Rights Reserved.
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Gaming culture and platforms are becoming more popular for educational use, a trend that has been amplified during the massive migration to online education and conferencing across institutions in response to the COVID-19 pandemic. Among these repurposed tools, one of the most popular is an unassuming social platform originally associated with guild meetings and gaming communities: Discord. Using a combination of software studies and design thinking, and drawing upon the authors’ experience designing and participating in Discord communities for academic purposes including conferences and classroom usage, this work examines the rhetorical disruption this games-designated platform potentially presents to institutional spaces and expectations. These disruptions and rhetorical disconnects manifest throughout the platform, involving choices in aesthetics, logistical elements of organization and threading (or the lack thereof), and assumptions in visual communication and available rhetorics. Even without greater gamification intention, such design elements and platform affordances can offer significant potential impact on the classroom, conference, or academic organization occupying this space. These changes are not without risks: gaming platforms carry with them mechanisms for decontextualized and intertextual racism, misogyny, and the transference of toxic community norms back to the classroom.
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The COVID-19 pandemic has been a hectic time for faculty at the higher education and K-12 levels. With many institutions having to switch to remote learning, faculty had to find tools and resources that could be used to create virtual educational communities. In this milieu of remote learning, the technology tools must foster a thriving educational environment and facilitate communications. In the undergraduate Cybersecurity and Network Management (CNM) program at Murray State University (MSU), the faculty adopted Discord for teaching classes, lab work, and for social events. Discord has been used by the CNM faculty for over a year now and has shown positive results. Students like using Discord for streamlining the communication process and for having the ability to establish real time communication with faculty. In this paper, the authors present their approach to developing and managing the use of Discord in the CNM program at MSU.
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Effective coordination is the key to successful agile teams. They rely on frequent interactions and mutual adjustment to manage dependencies between activities, which traditionally has been solved by co-locating the team. As the world is adjusting to post-covid work-life, companies are moving towards a work-from-anywhere approach where workers can choose to what degree they want to work from home or office. However, little is known about coordination in such a context. We report findings on developers’ emerging strategies when working-from-anywhere, from an exploratory case study in Norway, including eight interviews. Our study shows that new strategies for mutual adjustment emerged as teams experimented with different tools and approaches: developers chose tasks according to location, tasks with vague requirements are performed collocated while individual tasks requiring focus are best performed at home;large meetings are virtual, preserving co-located time for collaborative tasks;using virtual rooms to maintain unscheduled meetings as they communicate mental presence to teammates, lowering the threshold for intra-team unscheduled talks. The strategies can help organizations create a productive and effective environment for developers. © 2022, The Author(s).
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Since the public release of Discord in May 2015, gamers have widely used it as an additional team speak application to communicate with their teammates while playing games. However, with substantial features, this application is also used as an alternative media of communication in teaching and learning activities. Therefore, this study aims to determine students' acceptance of Discord as alternative teaching and learning media. Data were obtained using a simple questionnaire. Furthermore, their experience and acceptance towards this application are explored using the technology acceptance model (TAM) framework. The result showed that most participants confirmed that Discord is a favorable alternative media due to the attractive user interface, completeness of features, and its ease of use. Therefore, this application, which was originally intended for the gaming team-speak and team-chat experiences, can surprisingly be used as an alternative online learning media, especially during the Covid-19 pandemic, and it is well accepted by most students.
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Due to the measures imposed to prevent the spread of the virus during the COVID-19 pandemic, how education and work communications are carried have changed. An increase in video conferencing and meeting applications is noticeable. In this research paper, we describe the results of a user experience evaluation of three widely used platforms: Discord, Microsoft Teams, and Zoom. Through the User Experience Questionnaire (UEQ) application, it was determined that Discord is better in aspects not related to tasks and provides an above-average UX. On the other hand, zoom excels when it comes to tasks, but in conjunction with Microsoft Teams, it delivers below-average UX. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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Due to the covid-19, this 2020 the education gave a drastic change, we passed from the presence modality to the virtual one at the beginning of this year, arriving to use diverse tools of E-learning like Zoom, Meet, among others. Therefore our goal is the alternative use of another communication tool of the gaming community that is Discord. Using the Design Thinking methodology, we conclude that Discord meets all the requirements to be an E-learning tool. When it came to prototyping and running the virtual classroom in the application, they gave very good results within our university through a virtual classroom simulation. At the end of the simulation, a satisfaction survey was given to the participants that provided us with the data to conclude that the Discordia platform has enough services to conduct an online class. © 2021 Latin American and Caribbean Consortium of Engineering Institutions. All rights reserved.
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BACKGROUND: COVID-19 is a significant threat to people's mental health and social well-being. The research examined the effects of social determinants of health on COVID-19 related stress, family's stress and discord, and personal diagnosis of COVID-19. METHODS: In November 2020, the data collection was conducted from 97 counties in North Carolina (N = 1500). Adult residents in North Carolina completed an online COVID-19 impact survey conducted using quota-based sampling on race, income, and county to provide a rapid quasi-representative assessment of COVID impact. The study investigated the variables in a structural model through structural equation modeling. For data analysis, IBM SPSS 26 and AMOS 27 were deployed. RESULTS: Social determinants of health had direct effects on COVID-19 related stress (ß = 0.66, p < 0.001, r 2 = 0.43), family's stress and discord (ß = 0.73, p < 0.001, r 2 = 0.53), and personal diagnosis of COVID-19 (ß = 0.52, p < 0.001, r 2 = 0.27). These findings indicate that underserved populations experienced higher stress and discord at both individual and family levels and more severe COVID-19 symptoms. Moreover, black participants, whose family income and food access declined significantly more, had worse stress, discord, and COVID-19 symptoms than white participants. CONCLUSIONS: The study suggests that the government and health professionals enhance mental health and family support service accessibility for underprivileged populations through telehealth and community health programs to prevent associated social and health issues such as suicide, violence, and cancer.