Building Students’ Learning Habits on Slack: An Application of the IDC Theory

Abstract

The integration of ubiquitous technologies with classroom interactions has the potential to foster positive learning habits in students. The instructors at Educational Technology Program in IIT Bombay tackled the challenge of remote learning during the COVID-19 lockdown by conceptualizing the use of the Slack platform to promote learning habits among their graduate students. Grounded in the IDC theory specifically developed for the Asian population, the design of this pedagogical intervention aimed to promote students’ habit of conveying complex ideas in an accessible manner through two learning activities aligned with their interests. Conversation analysis was used to examine instructors' actions to develop learning habits in students, and member check interviews were conducted with instructors to verify the pedagogical approach and findings. The study demonstrated how the instructors' pedagogical intervention on the Slack platform supported the development of learning habits among graduate students. The results exhibited the mapping of individual components of the habit loop, i.e., cuing, routine and harmony with the design and outcome of the approach. Students’ satisfaction with routine activities and impatience for creations from the learning activities indicated harmony which eventually leads to habit formation. The continual pursuit of learning activities without instructor involvement also suggested habit activation. The present study contributes to the current understanding of effective pedagogical practices to foster good learning habits by leveraging ubiquitous learning tools.