Users

The first group of graphs shows information on the use of the tMAIL mobile application and will give answers to the following questions:

  • How many people are using the app? Where do they come from?
  • How many courses do people usually start and complete once the app is installed?
  • How many users are using the app on a given day and over time?
  • How many courses are started on a given day and over time?

Whenever relevant, graphs are accompanied by a short explanation of what information is shown, why it is relevant, and how it could be used now or in the future.

Note: numbers should be interpreted carefully. The tMAIL project involved only one pilot period where the use of the app was actively supported (February - April 2017). In order to encourage app usage outside the pilot period, future (policy) action and commitment is necessary to further encourage (daily usage) of the app.

Users over time

  1. What?

    It shows the number of app users per country over time.

  2. Why?

    Get a quick overview of how much the app is used in your country and other areas in the world. The more app users in your country, the more relevant the information presenting in the following graphs.

  3. Examples (now or in the future)

    The current graph offers general user information only. However, with some further policy action and future app developments, the graph could provide much more actionable information, such as:

    • Monitor app use and compare schools/areas

      Did you invite your schools/districts to use the tMAIL app? A similar graph could be used to monitor how much users are actually using the app. Moreover, you could compare how much the app is used in different schools and areas and decide to further investigate (or not).

    • Connect to other app users across regions/countries

      Why not allowing schools or teachers to get connected to a teacher who is using the app in one of the countries or regions covered? Learn how they are approaching self-regulated learning in their context.

Geophraphical distribution

  1. What?

    It shows the number of app users per country over time. Indeed, it is basically the same information as the one in the previous graph. So, have a look at the possible user examples there! P.s. This graph does show our ambition to conquer the world. But we'll take it step by step. ;-)

Courses started

  1. What?

    Each column represents the number of users that started a certain number of courses, e.g. between 10 and 14 courses.

  2. Why?

    The graph gives you an idea about how intensively users follow the courses offered by the app once the app is installed. It gives more in-depth information than the total number of users per country.

    Note: numbers should be interpreted carefully. The tMAIL project involved only one pilot phase and further implementation of the app depends on future initiative. Hence, relatively low numbers of users following courses intensively is to be expected. Moreover, one of the advantages of the tMAIL training is the increased teacher flexibility to only follow those courses of personal interest. This graph only shows quantitative information and does not provide insight into the quality of their learning. Finally, users are not necessarily primary school teachers, but may just be interested in having a quick look at the app, because they are interested in the format and are waiting for content that is more relevant to them.

  3. Examples (now or in the future)

    Further developments are possible. For example, if you invited particular schools or districts to use the app, you could monitor how intensively teachers actually followed courses. In the future, we could enable more filtering options, such as:

    • Only see how many courses were started in your schools and districts
    • Only see how many courses were started in a particular time frame (e.g. if you asked schools to use the app from January to May)
    • Only see how many courses were started by a particular group of teachers (e.g. novice teachers; teachers with big vs small classrooms; teachers teaching 1st, 2nd or 3rd grade; ...)

    4. Such information could reveal differences in the number of courses followed by particular groups, which could (but must not) lead policy makers to investigate further what might explain the differences in adoption. Also, policy makers may - based on their specific context - be more interested in seeing the information from one particular group of teachers only.

Courses completed

  1. What?

    Each column represents the number of users that completed a certain number of courses, e.g. between 10 and 14 courses.

  2. Why?

    Ideally, the number of courses started (previous graph) and courses completed are roughly the same. It shows whether teachers also read the courses until the end. Want to know how to use the information? Check the 'examples' section of 'courses started'-graph.

Daily usage - users

  1. What?

    Number of users opening tMAIL app each day.

  2. Why?

    The graph gives you an idea about how many users open the app on a particular day. It gives more in-depth information than the total number of users per country. When used with the next graph (daily usage - courses), you can explore how many courses were opened by how many users on a particular day.

  3. Examples (now or in the future)

    Use this type of graphs in the future to monitor how frequently a particular group of teachers or schools are using the app. Are they using the app regularly? In the weekends or on specific days? Do particular events (like face-to-face teacher sessions) trigger more usage of the app or not?

Daily usage - courses

  1. What?

    Number of courses started each day. It thus shows quite similar information as the previous graph.

  2. Why?

    The graph gives you an idea about how many courses are opened on a particular day. It gives more in-depth information than the total number of users per country. When used with the previous graph (daily usage - users), you can explore how many users were responsible for opening the given number of courses on a particular day.

  3. Examples (now or in the future)

    Use this type of graphs in the future to monitor how frequently a particular group of teachers or schools are taking courses. Are they taking courses regularly? In the weekends or on specific days? Do particular events (like face-to-face teacher sessions) trigger teachers to follow more courses or not?