FIELD OF THE DISCLOSURE
This invention relates to live mentor support to students participating in online
computer science courses. Students can share their code screen, video chat,
audio chat or text chat with the mentors at same time of raising doubt through
the learning platform itself, without any third party software or accessing
student's hardware. Live access of the student's code helps the mentor to
understand doubt in a better way. Live chat enhances the communication with
student for doubt clearance. The same is applicable for online courses
beyond computer science as well.
BACKGROUND OF THE DISCLOSURE
Today's world is moving towards online education. With advent of online
education, various solutions have been developed to teach students online
from the comfort of their home. On all present platforms, doubts are majorly
handled through discussion forums, webinars or by mail reply, which tends to
break the flow and interest of the student due to delayed doubt clearance.
Some mobile applications give online doubt support but again most of them
are not real time. Also, many times question asked in the doubt is unclear to
the mentor as it is based on the user's explanation.
Accordingly, there exists a need for live mentor support to keep student
motivated & engaged in the online program resulting in better learning
experience and most importantly increasing course completion rate. In
order to make user's experience as good as offline learning, the learning
platform must make the mentor-mentee conversation to be as real as
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possible. This is possible by providing the mentor exact context from which
the mentee raised the doubt and by providing them a seamless manner of
communication.
There further exists a need for similar support system beyond CSE/Coding
courses and can be used for all possible online courses.
OBJECTS OF THE DISCLOSURE
In view of the foregoing disadvantages inherent in the prior art, the general
purpose of the present invention is to provide a versatile support system for
students learning online.
Accordingly, an object of the present invention is to provide support in a
convenient manner. Objective is to provide classroom like experience in
the online course with the help of human touch as and when required .
Another object of the present invention is to provide robust support system
for Student as well as mentor with all the possible stats required to check
student's performance, sending out automated notices to keep students
motivated to perform well. Also enhancing learning experience with the help
of adaptive learning, instant feedbacks on assignments submitted & guided
learning tool.
These and other objects and advantages of the invention will be clear from
the ensuing description.
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SUMMARY OF THE DISCLOSURE
We launched our online courses in June 2017, which is an e-learning portal
based on tech education. We run various technology coding courses like C++
& Java, soon web development and Android app development on the same
platform.
Aspects
1) The method shares screen between mentor & mentee without any setup or
any local installation of any software.
2) Further, the method directly communicates with server rather than using
student's/user server or system as well as saving bandwidth.
3) Provides simultaneous editing of code/solution by mentor and mentee.
4) Providing student with the already available resolutions in the basis of
similarity of raised doubt and previous doubts on same topic/question using
natural language processing and machine learning algorithms.
5) Good performing collegue students can also act as mentors for specific
doubts enhancing peer-to-peer doubt resolution.
These aspects together with other aspects of the present invention, along
with the various features of novelty that characterize the present invention,
are pointed out with particularity in the claims annexed hereto and form a
part of this present invention. For a better understanding of the present
invention, its operating advantages, and the specific objects attained by its
uses, reference should be made to the accompanying drawing and
descriptive matter in which there is illustrated an exemplary aspect of the
present invention.
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BRIEF DESCRIPTION OF THE DRAWINGS
The advantages and features of the present invention will become better
understood with reference to the following detailed description taken in
conjunction with the accompanying drawings, in which:
Figure 1. illustrates a block diagram of the doubt raised by mentee, search for
similar doubts and resolutions in database.
Figure 2. illustrates a block diagram of the doubt raised by mentee,
notification to mentors.
Figure 3. illustrates a block diagram of the acknowledgement given by
mentor, after opening the raised doubt.
Figure 4. illustrates a block diagram of the doubt escalation by mentor to
trainer.
Figure 5. illustrates a block diagram of the video call process between mentor
& mentee.
Figure 6. illustrates the code pair button.
Figure 7. illustrates a block diagram of the architecture used for code pair.
Figure 8. illustrates a block diagram of the code evaluation architecture
DETAILED DESCRIPTION OF THE DISCLOSURE
The exemplary embodiments described herein detail for illustrative
purposes are subject to many variations in structure and design. It should
be emphasized, however, that the present invention is not limited to a
Computer Programming online course as described.
The terms "a" and "an" herein do not denote a limitation of quantity, but
rather denote the presence of at least one of the referenced item.
In addition, the terms "having", "comprising", "including", "using" and
variations thereof signify the presence of a component.
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The architecture of live mentor support system enables the student to raise
doubt at any point during a video or a problem.
Figure 1 talks about the architecture of live mentor support system enables
the student or mentee to raise doubt (1) at any point during a video or a
problem. Figure 1 describes at least one first communication device (1 ), such
as a computer, a notebook, a mobile phone, a tablet computer or any other
computing device, pertaining to a mentee (1 ). The architecture further
includes one or more communication devices associated to one or more
mentors (4), as shown in Figure 2. There is also a communication server ( 2)
that is communicably coupled to the at least one first communication device (1
) and one or more second communication devices (4). The present invention
envisages that a mentee communication module is configured within the at
least one first communication module (1) and a mentor communication
module is configured within each of the one or more second communication
modules. Both the mentee and mentor communication modules are adapted
to enable communication between the at least one first communication device
and the one or more second communication devices for enabling real-time
problem resolution of the mentee in accordance with the present invention.
The present invention envisages that in a first option a mentee raises a
query/doubt using the mentee communication module, and is transmitted the
same to the communication server (2), server search for similar doubts raised
by other students in a data repository (3) on same topic using NLP and
machine learning finds a match and suggest resolution accordingly resulting
fastest doubt resolution.
In case of common doubts, the system is designed intelligently enough so that
it provides hints instantly to the student. If students are having doubt on same
point, system replies back with the solution(with a score penalty) provided as
a last resort. Through provided statistics, instructors can also figure out to
adapt the content if a lot of doubts are arising on a common point (video,
class quizzes, assignments). This tends to minimize the doubts and enhance
the learning experience.
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In attempt for fastest possible doubt redressal, server first search database for
the similar doubts raised in past and give resolution to student based on the
similarity of doubt using natural language processing and machine learning
algortihms applied in the system. In case no match found or student rejects
solution/ask for different resolution, socket notifies each mentor of the batch
for the raised doubt.
Figure 2 talks about the case in which either no match found or student is not
satisfied with the resolution, student can reject resolution. As shown in figure
2 is shown as students (1) who can raise doubt in the form of a first request
to the one or more second communication devices pertaining to the mentors
(4) through the communication server (2). (2) represented as server sends
notification to each mentor (represented 4 in the figure 2) online individually.
On each doubt our system creates a socket and notifies communication
server for the raised doubt. Communication server (2) notifies each mentor of
the batch/online classroom. Also it notifies peer best performing student (1.1)
if he can help to resolve raised doubt, and act as mentor for that doubt.
Mentors get a list of doubts asked by the students on their dashboard. They
can select a doubt and it would appear as active to other mentors, thereby
preventing collisions. Figure 3 talks about the doubt access
acknowledgement. It shows that mentor when open a doubt from the list it
sends acknowledgment to server that the doubt belongs to them and that they
are ready to establish connection with student (1 ). Mentor can see same
code/video/problem at same point where the doubt was raised. The mentor
who has selected to answer a question/doubt would send a first
acknowledgement message using mentor communication module of his
communication device. The first acknowledgement message is sent to the
mentee who had asked the question/doubt so that the mentee knows that his
doubt is being resolved. As system is designed to provide fastest resolution, it
also notifies students who have successfully submitted same question with
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maximum score. In this case peer student can also act as a mentor and offer
resolution to mentee.
The mentor can also see all the doubts raised by student in the past, thereby
assessing their weak and strong points. On selecting a doubt, the mentor will
be taken to a page exactly similar to the student's progress page from where
the doubt is generated. This will help in a better understanding of the doubt by
the mentor.
Further, upon receiving the first acknowledgment message, the
communication server establishes a communication channel, such as a ticket,
between the first communication device of the mentee and the second
communication device of the first mentor for enabling the mentee to send
messages in the form text, audio call, video call to the first mentor in real-time
and also share display screen of the first communication device.
After opening a ticket, Mentor can communicate with mentee through three
mediums:
Text Chat I Audio Calli Video Calli Code Pair
In case mentor is not able to resolve a doubt as shown in Figure 4, mentor (4)
can escalate the doubt to the instructor (5). Escalation request goes to the
NodeJS server (9), server sends notification to each instructor and after they
acknowledge it, the server establishes a direct connection between student
and trainer.
The process of the doubt resolution between Mentee and Trainer stays the
same as in Mentee-Mentor process.
Figure 5 talks about the communication systems between mentors and
students. Mentor & mentee can chat live through text, audio or video
mediums. In one of the embodiments, the communication server enables
screen sharing between the mentor and the mentee without accessing
associated first communication as well as second communication device in
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any way to show exact solution student is trying to submit. In this way system
tends to save bandwidth as well as system resources. These chat sessions
are handled by dedicated server (6) to establish secure connection between
mentor ( 4) and student ( 1 ). The mentor can transmit a solution to the problem
using the first mentor communication module to the mentee communication
module.
Our system allows students to share their solution with mentor without using
any third party screen sharing applications so thereby reducing any
dependency. System even does not access student's computer in any way.
Figure 6 Shown the code pair button; upon switching it on student can share
screen with mentor without any hassle.
As shown in Figure 7 system allows Students to share their solutions screen
with the mentors (Code Pair). Mentor can edit student's solution, which will
show live changes at the student's side. It is like having somebody editing
your solution sitting pair architecture. When student (1) raises a doubt,
mentor (4) can ask for code/solution, after that the student will enable codepair
(7) after acknowledgement from mentor the system creates a clone of the
solution which both student and mentor can see & edit at the same time. The
Node server (9) shares the exact same snippets with both mentor and student
and uses synchronized connections to show live changes simultaneously.
Similarly, if a student raises doubt while watching a lecture video, the mentor
will also get that video on the doubt page.
Mentor can see all the previous doubts raised and can suggest solution or
different strategy on the basis of previous doubts and performance data in
assignments as well as tests.
After all the support when student submits codes/answers to the system,
evaluation system comes in for evaluation. Our system emulates safe
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environment code evaluation architecture. When student submits code, it is
submitted to the Rails server and stored in its database. After this process,
safe environment server code evaluation takes place. Rails server submits
code to the Sandbox server for evaluation. Sandbox server after evaluation
sends final evaluated result to rails server. On getting result, rails server
notifies Node.js server about the evaluation result, th is node.js server notifies
and activates client (student) side about the result ask it to initiate request for
result from rails server. Rails server on getting request sends it back
evaluated result. In this way student gets its evaluation done. Advantage of
this architecture is that the rails server handling every request remains free for
other accepting requests & sending results, while sandbox server evaluate
codes independently.
Figure 8 talks about safe environment code evaluation architecture. When
student (1) submits codes/answers to the system, it is submitted to rails
server (1 0) and stored in its database. Rails server submits code to the
Sandbox server (8) for evaluation. Sandbox server after evaluation sends final
evaluated result to rails server. After getting result, ra ils server notifies (1 0)
Node.js server (9) about the evaluation result, this node.js server notifies (9)
and activates client (student) side about the result ask it to initiate request for
result from rails server (10). Rails server on getting request sends it back
evaluated result.
This is the complete evaluation process with doubt handling by mentors
online, ensuring effective

WE CLAIM
1. A system for real-time problem resolution of a mentee, the system
comprising:
at least one first communication device associated to a mentee and one or
more second communication devices associated to one or more mentor;
a mentee communication module configured within the at least one first
communication device and a mentor communication module configured within
each of the one or more second communication devices, the said
communication modules adapted to enable communication between the at
least one first communication device and the one or more second
communication devices for real-time problem resolution of the mentee; and
a communication server communicably coupled to the at least one first
communication device and the one or more second communication devices,
wherein the mentee generates a first request using mentee communication
module, the first request representative of a problem encountered by the
mentee, and
wherein the communication server broadcasts the first request to the one or
more second communication devices, and
wherein a first mentor of the one or more mentors sends a first
acknowledgment in response to the first request using the mentor
communication module, the first acknowledgement being sent to the mentee,
and
wherein upon receiving the first acknowledgment, the communication server
establishes a communication channel between the first communication device
of the mentee and the second communication device of the first mentor for
enabling the mentee to send messages in the form text , audio call, video call
to the first mentor in real-time and also share display screen of the first
communication device, and
wherein the first mentor transmits a solution to the problem using the first
mentor communication module to the mentee communication module based
on the messages and shared display screen of the mentee.
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2. The system as claimed in claim 1, wherein the first mentor is adapted to
transmit the first request to another mentor in the event first mentor is unable
to resolve the problem.
3. The system as claimed in claim 1, comprising communication server
enables screen sharing between the mentor and the mentee without
accessing associated first communication as well as second communication
device
4. The system as claimed in claim 1, wherein the mentee transmits the
request for doubt, system is capable to find similar doubts and suggest
solution from previous provided solutions.
5. The system as claimed in claim 4, wherein the system uses Natural
Language Processing and Machine Learning to figure out available solutions
and communicates itself with the first communication device of mentee.
6. The system as claimed in claim 1, wherein the mentee communication
device transmits request to raise doubt, communication server also support
mentee to mentee communication.