A Skill Sharing Platform for Team Collaboration and Knowledge

Exchange

Victor Obionwu, Andreas Nurnberger

and Gunter Saake

University of Magdeburg, Magdeburg, Germany

Keywords:

Blog, Collaboration, Knowledge Transfer, Web Page, Online Platform, Skill Sharing, Knowledge Repository,

Pedagogy.

Abstract:

Teamwork or collaborative learning processes are known to be highly dependent on the connection and subse-

quent interactions that are established among the participants. It encourages knowledge creation and sharing,

which results in participants developing faster skills with respect to the subject matter. Platforms such as blogs

are known to be efﬁcient in stimulating reﬂection, a sense of community, and collaboration. Thus, in this

study, we discuss our blog implementation in SQLValidator, a web-based learning platform that focuses on

database-related courses. We further discuss the students’ experiences while using blogs as knowledge ac-

quisition tools. Furthermore, qualitative data were collected from the observation of students to gain more

perspective about their experiences in using the blogs in their learning.

1 INTRODUCTION

In recent years, there has been an increase in the use

of blogs for marketing and business-oriented tactics.

However, in a rush to promote the use of computer-

mediated technologies, there has been relatively less

research conducted on the effectiveness of using we-

blogs in the educational environment.

From a teaching and learning perspective, blogs

can make student learning transparent and become

a space “where a greater understanding of stu-

dent meaning-making can be gained” (Paulus et al.,

2009). It is important to acknowledge the fact that

students have become more sophisticated in terms of

IT and internet “consumption” and as such can pro-

cess learning differently through a constant exchange

of information and discussion. Although embraced

by educators for their potential to support student in-

teractivity and collaboration (Godwin-Jones, 2006),

blogs remain the object of inconclusive and even

contradictory research in education (Stoszkowski and

Collins, 2014). Furthermore, most of the studies

show that student groups of particular courses fa-

vored learning through peers’ blogs. Some studies re-

port that blogs promote reﬂection (Stoszkowski and

Collins, 2014) while others have not found any in-

https://orcid.org/0000-0002-9580-740X

https://orcid.org/0000-0001-9576-8474

ﬂuence on reﬂection (Dalgarno et al., 2013). Previ-

ous studies have reasoned the effectiveness of blogs

which stimulate learning. However, mixed results re-

garding the impact of peer blog commenting on stu-

dents’ perceived learning have been noted (Lara and

Anderson, 2008). In the current practice of the educa-

tion system, there are numerous tools to help students

to work on collaborative projects, but blogs provide a

simple structure to share their learning experience and

encourage students to participate in the discussions.

This study sets out to design, implement, and in-

tegrate the framework for the blog tool in the ’Re-

port page’ section of collaborative computer science-

based tasks where students can interact, post their

doubts and share their learning experiences; thereby,

allowing them to easily collaborate with their tutors

and each other. To our understanding, the impact of

using such frameworks has not been satisfactorily an-

alyzed yet, giving a platform to investigate further this

interactive framework.

The following research questions were considered

while examining the effectiveness of blogs on stu-

dents’ learning growth:

1) How do students perceive knowledge creation

as facilitated by blog-supported discussions?

2) To what extent can the integration of blogs

in Computer Science related courses stimulate self-

evaluation of perceived course comprehension?

3) To what extent can the integration of blogs sup-

Obionwu, V., Nurnberger, A. and Saake, G.

A Skill Sharing Platform for Team Collaboration and Knowledge Exchange.

DOI: 10.5220/0011352100003318

In Proceedings of the 18th International Conference on Web Information Systems and Technologies (WEBIST 2022), pages 365-372

ISBN: 978-989-758-613-2; ISSN: 2184-3252

365

port reﬂection and knowledge transfer in Computer

Science based courses?

The following paper aims to conduct research to

answer these questions and to design and deploy a

blog to further enhance the use of such online learn-

ing platforms. This working tool has been examined

through a study of questionnaires, surveys, and com-

ments provided by students.

The structure of the paper is as follows: in the next

section, we discuss the related works, and in section

3, we describe our implementation. The materials and

methods we employed will be described in section

4, and the results and feedback from our participants

will be discussed in section 5. We evaluate our feed-

back in section 6 and present a summary of our effort

and possible future effort in section 7.

2 RELATED WORK

Traditionally, blogs have been used as a social tool

ideal for brainstorming, where brainstorming ideas

are posted as a comment for individuals to share

their ideas or opinions. Over the decade, blogging has

made its ﬁrm professionally, as seen to gain exposure

in businesses. The practice of using blogs as an aca-

demic tool just as it is used socially needs to be exam-

ined further in particular domains.

The concept of reﬂection has been studied for

one’s personality and knowledge development. Re-

ﬂection is “active, persistent, and careful consider-

ation of any belief or supposed form of knowledge

in light of the grounds that support it and the further

conclusions to which it tends” (Dewey, 1933, p. 9)

(Dewey, 1923). The reﬂection of learning in adult ed-

ucation has also been promoted. Blog posts play a

part in making a passive learner active. A collective

blog promotes competition, sharing, interaction, and

awareness, thereby analyzing what characteristics of

students, their blogging, blog grouping and group’s

blogging affect the students’ level of reﬂection (Kalk

et al., 2019).

A research study on use of blogs by Garcia et al.

(Garcia et al., 2019) has shown that the previous blog-

ging experience inﬂuence the use of blogs further in

higher education, when pushed by the teacher. This

mainly involves more interactions and showing in-

volvement; however, so far it has not been enough

evidence for the activity of involvement as a driver

of perceived learning amongst students. Adeleke et

al. in (Adeleke and Muraina, 2021) also suggest in-

corporating the usefulness of blogs into the learning

curriculum.

Sawmiller et al. (Sawmiller, 2010) conducts

a study to introspect the role classroom blogging

can play in scientiﬁc learning and concludes that

by integrating the weblog into the classroom and

incorporating electronic writing into the classroom

experience, students can enhance their understanding

of science and champions for the use of blogging in

classroom studies.

Twenty-one participants from research conducted

by Yang, S. H. (2009) (Yang, 2009), expressed com-

fort to comment and challenge their peers on the blog

framework, rather than discussing the issues face to

face. Enhanced interaction allows people to meet per-

sonal needs with anonymity and broaden their knowl-

edge without space and time constraints. Blogs could

also be used to analyze and monitor students’ work

and thereby improve their learning. The practice of

using blogs as an academic tool just as it is used so-

cially needs to be examined further in particular do-

mains.

There have been studies on the use of academic

blogs in different ﬁelds like Applied Linguistics, Life

Sciences, Education & Physical Science based on dif-

ferent sources like hypotheses, Science Blogs, etc.

stating that there have been disciplinary differences in

engagement patterns. (Zou and Hyland, 2019) More

reader mentions, directives, and questions are shown

in soft disciplines, whereas, bloggers in sciences rely

more on resources that claim relatively more author

authority and require more shared understanding, en-

gaging readers in a joint exploration of issues (Zou

and Hyland, 2019). However, the study focuses on

just 4 disciplines and these disciplines need to be fur-

ther drilled down.

One of the blogs on Computer Science: ‘Al-

gorithms in the Real World’ (Wilkins, 2008) has

access to the historical data or versions of the

different algorithms used. In this study, we aim

to implement the historical feature. Science blog-

gers have the beneﬁt to ﬁnd jobs via their blog-

ging. The North Carolina Science Blogging Confer-

ence (http://www.scienceblogging.com), held twice

to date, has given an opportunity to isolate researchers

who have come up via blogging as reported by ‘Seed

Magazine Science Blogs’ (Wilkins, 2008)

In summary, there has been quantitative research

on the use of blogs socially, politically and profes-

sionally as shown in Table 1. Relatively fewer blogs

have been used in educational domains, highlighting

the domain of Computer Science. In this paper, we

will try to analyze the impact of blogging on the stu-

dents from a Computer Science background in their

academic life. We try to analyze the components of

blogs that beneﬁt in self reﬂection, skill sharing and

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366

collaboration. In the next section, we describe our im-

plementation.

3 IMPLEMENTATION

The design stage is an important step in the develop-

ment process. It consists of speciﬁcations, and plans

which pave the way for implementation. Figure 1

shows “Homepage” of blog, which is same for all

the students and administrators. Everyone can see

each other’s posts and comment on it for further in-

teraction and collaboration. Navigation through the

page is quite simple. There is the option to ﬁlter out

posts with respect to “Most Viewed”, “Categories”

and “Recent Posts”. In the next subsection, we dis-

cuss the activity diagram of the platform.

The activity diagram, ﬁg 2, depicts the developed

system and shows the dynamic features of the plat-

form which facilitate interaction between students,

and admins/tutors. Chief among these features is

the reﬂection process, which is used to promote

reﬂection-based learning. Ergo, after a post is created

by a user, they receive feedback based on this post

from tutors and thus make corrections. The adminis-

trators manage users, categories, and posts and can

create, edit or delete any registered user, post, com-

ment, and category. All the users are allowed to view

each other’s post and comment on it. In the follow-

ing diagram, student-1 is creating the post, and on

the other hand, student-2 is viewing the created post.

To the end that students can interact, collaborate, and

thus improve their understanding of a given task.

4 MATERIALS AND METHODS

4.1 Participants

The blog was hosted online on 18

of February 2022

with the website ’https://www.awardspace.com/’. So

far, the responses gathered are from 30 participants, of

which 77% of them are students. Approximately 20%

of the participants are currently working on a col-

laborative academic project. Around 57% of partici-

pants have noted to have experience using collabora-

tive tools in the past, which makes a signiﬁcant impact

on the analysis. Only a few demographics were gath-

ered from the participants to respect their anonymity.

4.2 Materials

A questionnaire with a set of 30 questions was set

up for collecting the feedback. Users were asked to

use the blog to provide honest feedback. The ques-

tionnaire had subjective questions based on the use of

blogs with a 5-point Likert scale. The feedback for the

various features and the UI of the blog was also con-

sidered while formulating these questions. Some cat-

egorical questions were also asked about the aspects

of the blog and the kind of content one might pre-

fer in comparison with traditional learning topics. Fi-

nally, in the end, the open-ended question was asked

for suggestions and improvements.

4.3 Procedure

In this study of analyzing the beneﬁt of using blogs

as a collaborative tool, a blog was implemented with

the proﬁles for two roles as described in the imple-

mentation section. The link to the blog was shared

socially to extend the reach. The participants were

asked to read the blog content and add new articles

if desired. The participants had the option of creating

an account for adding an article. Also, if they do not

wish to create an account, they were asked to read and

react to already posted blogs. The link to the ques-

tionnaire was shared along with the blog’s website

link. The participants were encouraged to spend some

time on the blog usage before ﬁlling out the question-

naire. The questionnaire was then analyzed further to

answer our research questions.

5 RESULTS AND FEEDBACK

In this section, we present our quantitative results of

the short study on the impact of using the blog. The

blogs presented were articles related to Machine

Learning and SQL, other than DBMS. To date, 26 re-

sponses were drawn, and the analysis is based on this

small data.

The participants were asked to compare the blog

to the traditional learning topics, and the responses

had a quite non-uniform graph. In the bar chart, ﬁg-

ure 3, we can see that amongst the topics given for

options, 40% participants were in favor of ‘Computer

Science’and 45% participants preferred ‘Technology

Update’. The participants, further referred to as stu-

dents, made well use of the comments section to con-

vey the remarks, as the section user’s identity is hid-

den. The students were encouraged to spend more

time on the blog by adding multiple categories, and

we could see in Figure 4 that around 50% of the par-

ticipants lingered around for about 6-10 minutes. The

students, who created articles, got feedback from the

tutor/admin and also from the viewers in the format

of the blog comments. The views of the blogs showed

A Skill Sharing Platform for Team Collaboration and Knowledge Exchange

367

Table 1: Summary of Literature Review and Relevance to Study.

Summary of Literature Review and Relevance to Study

AUTHORS METHODOLOGY MERITS

ENGAGEMENT

ANALYSIS

LIMITATIONS CONTEXT

L. Giarre, et al

(Giarre and

Jaccheri, 2008)

Engagement based

feedback system

User Stories based on

three years of platform

usage

Interviews and user

stories

No measurable progress

parameters

Blog

Wendy Freeman,

et al (Freeman and

Brett, 2012)

Content evaluation,

usage frequency and

feedback

Good indicators - Prompt

use and blog content

evaluation

Survey, content

evaluation,

timelines/frequency

of entries

Surveys - highly

unreliable

Blog

Keith Turvey, et

al (Turvey and

Hayler, 2017)

Content Analysis, post

usage feedback and

perceived improvement

Documentation

Content analysis - good

indicator of coherence and

resonance

Survey, interview

and quality of entries

Susceptible to anxiety,

awkwardness and shame

Blog

Gihan Osman, et

al (Osman and

Koh, 2013)

Critical reﬂection and

Kolb’s cycle markers

and Questionnaire

Four pillars of Kolb’s

learning cycle - good

indicators of the learning

process

Content analysis for

quality

Short time(6 weeks)

analysis of blogging

practices

Blog

Bego

Montero-Fleta,

et.al (Montero-

Fleta and

erez-Sabater,

2010)

Self reﬂection of

content, comments and

perceived improvement

in skills

Descriptive and unique

responses

Questionnaire,

Interview

Only perceived

improvement is recorded

Blog

Nianlong Luo,

et.al (Luo et al.,

2018)

Interpretation of

organisational data by

experts

Very scientiﬁc approach to

testing hypotheses

Data of work times

or login spans

No visible limitations

except when employees

are being dishonest

Blog(non-

professional

purpose)

Anupam Kumar

Sharma,

et.al (Sharma

et al., 2021)

Authors and readers

trafﬁc - Measurement

of change

Good indicator of

effectiveness of a Platform

- User statistics

User statistics

Short term changes in

user trafﬁc -

misinterpretations and

lead to false conclusions

Reward

based

blogging

platform

Ekaterina

Arshavskaya (Ar-

shavskaya,

2017)

Effectiveness judged

upon the factors of

transformative learning

theory

Methodology well suited

for a case study

External observer

reviews blogs

Qualitative method -

outcome completely

dependent on the person

reviewing

Blogs a

journal

Hee-Woong Kim,

et.al (Kim et al.,

2011)

Survey

Huge populations - very

reliable

Questionnaires

answered by the

users of a blogging

platform

Surveys sometimes not

taken seriously

Blog

Olivia Halic,

et.al (Halic et al.,

2010)

Student made reports

Good way of measuring

perceived progress or

learning

Reports made after

careful reﬂection

Self made reports - easy

to manipulate and not

quantitatively measured

Blog

Inae Kang,

et.al (Kang et al.,

2011)

Journal and report

based qualitative

analysis

Keen observation of test

subjects by experts

involved

Student journals and

observation by

researchers

Can not be measured

quantitatively

Blog

Yi-Shun Wang,

et.al (Wang et al.,

2016)

Performance reviews

and ratings in solving

or completing problems

or tasks

Study is semi quantitative

- effective

Feedback from

clients and user

stories

Almost no limitations Blog

Jie ChiYang,

et.al (Yang et al.,

2016)

Tests and surveys

Quantitative measurement

using linear regression

Linear regression

model of

performance vs.

Time spent online

Survey results

sometimes be skewed

and inaccurate

Blog

Mei-hui Liu (Liu,

2016)

Test group and control

group split and analysis

Splitting of groups makes

the experimental setup

effective in testing

hypotheses

Interviews of

participants

Interviews only reﬂect

ones perceived willing-

ness/improvement

Vlog

Ahmad Zamri

Mansor (Mansor,

2011)

Feedback based

First hand report of the

experience via Feedback

Interviews and

Questionnaires

Sometimes

questionnaires can be

annoying and lead to

casual answers or replies

Blog as a

learning

journal

a high number in some blogs comparatively, which

were shown in the ’Most viewed’ section or, more in-

terestingly, where comments were present (where the

viewers want to review or ask a question). More than

50 percent of the participants claimed to have clariﬁ-

cation of doubts or misconceptions due to the interac-

tions.

Also, more than 80% of the participants showed in-

terest in the collaborative work between team mem-

bers using the blog. One of the main feedback that we

received from the participants was to include a shar-

ing option for the article so that more people can view

the content. Also, from the Usability inquiry, 75% of

the participants agreed will be frequently used, and

87% indicated that it was easy to use. Furthermore,

83% indicated that they that it did not take long before

they mastered different features of the platform, and

81% felt conﬁdent while using the platform. Over-

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368

Figure 1: Blog Homepage.

Correct

Dashboard Create New Post Reflection

Finalized Post

Else

Homepage View Post

Student-1

Student-2

Manage Users Dashboard

Student-2 login

Student-1 login

Admin

Add Comment

Manage Category

Figure 2: Activity Diagram.

all, feedback from users indicates that the use of our

collaborative platform imposes a low cognitive bur-

den, which is a requirement for user-centered envi-

ronments. We also surveyed the suitability of our plat-

form for collaboration, and 81.8% of the participants

indicated in ﬁgure 6 that the blog environment was

suitable for team collaboration and pedagogy. On the

inquiry of the likelihood of posting a comment, 66.7%

agreed that the likelihood of them posting comments

was high, while a nearing equal amount of partici-

pants stated otherwise as depicted in 6. 81% of the

participants further indicated that they felt a sense

of community in the online platform during discus-

sions, which is depicted in ﬁgure 6. Also, there was a

strong agreement among nearly two-thirds of the sam-

ple population that the blog environment is suitable

for interaction in the real world. We further employed

free text questions that inquired about the quality of

content, and more than 80 percent of the participants

reported that the content posted was relevant and

helped them overcome misconceptions and got their

doubts clariﬁed. The participants have also reported

an increase in productivity. On the free text questions

on the beneﬁts of frequently blogging about concepts

they learned in courses of study, the participants re-

ported that regular blogging could have positive im-

pacts on different aspects of learning and communi-

cation, taking university courses into account. There

A Skill Sharing Platform for Team Collaboration and Knowledge Exchange

369

Votes (%)

Computer science

Technology update

Cultural/Entertainment

Daily news update

Figure 3: Blog content preferences.

7.14

32.14

10.72

No of Participants (%)

0-5 minutes

6-10 minutes

11-20 minutes

more than 20 minutes

Figure 4: Time spent on blog.

0 20 40

80 100

Will be used frequently by new users(%)

Was easy to use(%)

Learn to use very quickly(%)

Felt conﬁdent while using(%)

Strongly Agree

Agree

Neither agree or disagree Disagree Strongly disagree

Figure 5: Usability Evaluation feedback.

0 20 40

80 100

Degree of relatedness(%)

Rating(%)

Likelihood to post comment (%)

Suitability for Collaboration(%)

30.3

18.2

12.1

9.1

15.2

9.1

27.3

48.5

69.7

81.8

39.4

33.3

Strongly Agree

Agree

Neither agree or disagree Disagree Strongly disagree

Figure 6: Percentage of participants.

was a consensus that the more students interacted

with each other, the more possible, and easy, it was

for them to solve course projects and exercises. Also,

more than 75 percent of the participants reported that

blogs had the potential to facilitate the expression of

ideas. About 66 percent of the participants have re-

ported that the blog has the potential to enhance team-

work. The participants have also reported that they are

likely to come back to use the blog page after using it

for the ﬁrst time. Also, little more than two-thirds of

the participants have reported that they would prefer

to use the blog for technical knowledge acquisition.

6 EVALUATION

To evaluate the performance of our environment of

discourse, we have chosen the DeLone and McLean

Information system success model (Petter et al.,

2008). The model provides interrelated dimensions of

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370

success, which is shortly discussed next. We have

used these dimensions against the model designed

by our team to evaluate the success. Since the D&M

model takes into consideration the factors like system

quality, information quality, service quality, (intention

to) use, user satisfaction, and net beneﬁts; we have

tried to satisfy all the factors to our best efforts and

for the user’s best interests. Through our User surveys

and feedback, we have concluded that our system:

• The blog page increases the productivity of the

person using it.

• The sense of a classroom community with com-

mon interests is felt as well as strengthened by the

use of this blog.

• A blog environment would be preferred most of

the time when collaboration between the users de-

ﬁnes the nature of work or task.

• A wide range of skills could be acquired from the

usage of the blog.

7 SUMMARY AND FUTURE

WORK

We presented a skill-sharing platform in SQLValida-

tor(Obionwu et al., 2021), a web-based interactive

tool for learning, collaborating. We assessed students

participation and interaction with fellow students,

team members and instructors. Our ﬁndings reveal

high levels of participation from largely students,

who spent an average of 6-8 minutes on each blog

post related to their projects and courses. We also

discussed other challenges encountered by partic-

ipants while using the platform for collaborating

and sharing the knowledge. Overall, it can be stated,

based on the feedback we received, that blogging,

when utilized for academic purposes, can aid in the

development of critical and reﬂective thinking as

well as the encouraging of team cooperation among

students and between students and their instructors.

Future work would include adding a multi-user editor

for collaborative programming. We also plan to

automate posts approval and the inclusion of video

hosting capabilities.

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