Introduction
Dear readers,
According to the report ““Massive Open Online Courses (MOOC) Market – Forecasts from 2022 to 2027”, COVID-19 had a positive impact on the MOOC market, and free online educational products have exploded in numbers, platforms, and target audiences.
No longer are they just Higher Education academic courses (although this is still the majority), but they are Vocational Training, Professional Development, and other courses as well. They now are taken for university credit, for micro-credentials, for professional certifications, in addition to general life-long learning. For-profit providers have developed platforms for the delivery of MOOCs in a consistent, high-quality format, averaging Web formats, collaborative structures, and assessments to deliver a quality learning experience. Will the MOOC model of course delivery become the primary way in which higher-education courses are taken, particularly for those who already have undergraduate degrees?
Allan and Anna explored the topic of modern diverse MOOCs from different angles, educational subjects, and life philosophies, and their combined efforts and conclusions resulted in a site [https://sites.google.com/view/etec523moocs/ and a presentation below.
There is a place to leave your feedback on the OER through a Padlet, or you can reply to this post on this blog.
Thank you!
Allan & Anna
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DUOLINGO AS MOOC
PRACTICE
The uniqueness of my approach to the topic of MOOCs is its modus operandi – from practice to theory. I am a teacher of English as a foreign language with more than twenty years of experience and degrees in Education.
I decided to learn another foreign language with the help of Duolingo. After a month of working with this program on my Android every day, I started collecting and analyzing my observations, and the results of the process are presented in a Genual.ly artifact below.
I had not read any scholarly articles for this practical part because I wanted my first impressions unaffected. In this, I relied on my own learning style, objectivity, and experiences as a university language-teaching professor for over a decade. If you are planning to learn a foreign language soon, or you are a teacher of a foreign language, you will find the outcomes of my practice most useful.
My pedagogical experiment is in progress, and that is why I do not even name the foreign language I am currently working at. If everything is fine, at the end of the year I will work online with a language professor I can trust to generalize my new knowledge in grammar, vocabulary, pronunciation, writing, and culture. I have already gotten in touch with her and got her blessings, so I cannot give up now!
One more thing to mention before switching to theory. If you are serious about mastering a foreign language with Duolingo, please don’t listen to critical videos on YouTube. They couldn’t affect my determination but left an unpleasant aftertaste anyway. Trust your own judgment!
THEORY
After I summarized my own Duolingo insights in the presentation/podcast, I approached the most popular and reliable online resources on MOOCs to correctly position Duolingo as well as to see if my practical considerations about Duolingo are reflected in the works of my colleagues because I am afraid that I will not be able to prepare any academic publications soon.
The works of Brown (2013), David et al. (2015), Fischer (2014), and Hillard (2022) let me define Duolingo as a form of web-based distance learning with no entry requirements and no limitations on the number of places available, characterized by a linear approach with clearly defined learning outcomes and control methods. Since Duolingo employs the more traditional behaviourist strategy of providing instructional materials split into small manageable chunks and supported by different control exercises, we can call it xMOOC. Its services and products are initially free, with a fee charged for advanced or additional services and products, a freemium-to-premium business model.
I agree with Fischer (2014) that “people get involved in activities when those activities are personally meaningful and rewarding (e. g. creating an interesting artifact, framing and solving an interesting problem, learning about something they find exciting, or earning a qualification or enhanced reputation)” (p. 152). From my perspective, Fischer’s (2014) limitations for online learning (p. 152) will benefit from adding the current overabundance of educational information as a barrier and therefore, the need for educators to be beacons for learners to navigate and discern massive information effectively. In my opinion, his reasons for multi-dimensional online learning (p. 156) can also include escapism.
Besides, it was interesting to know that human tutoring or master-based mentoring can be considered a strong addition to MOOC (Fischer, 2014, p. 154); traditionally, it is accounted for the other way around. I am a bit skeptical about the possibility of Duolingo turning into a more personalized MOOC in the near future (Daniel et al., 2014, p. 68) because of costs; however, it is hard to argue Hillard’s (2022) calling MOOCs “a significant part of the present” (para 5) for many learners, and I am sure it is applicable to Duolingo too.
Together with all the above-mentioned authors, I believe that Duolingo is able to augment rather than replace formal educational methods of teaching and learning a foreign language. I also share their opinion that Duolingo as xMOOC is best suited for people with degrees, i.e. for those individuals who already have well-developed learning skills (Brown, 2013; David et al., 2015; Fischer, 2014; Hillard, 2022).
CONCLUSION
To sum up my theory and practice, Duolingo is great (for now), but it suits best a certain user – a very focused one with a lot of free time. Its intuitive interface and accessibility make Duolingo convenient. The more hours per day are spent on this app, the better. Duolingo’s slogan of 15 minutes a day is just an advertisement.
I want to commend the group of Duolingo professionals – professors, teachers, “administrators in offices of digital technology, instructional designers, instructional technologists, videographers, and project managers” (Daniel et al., 2014, p. 66) – for creating an educational product of the highest quality. You know, for the first two weeks of using Duolingo, it was hard for me to believe that I could enjoy it for free. The creators of current Duolingo content did their best, and I do hope they were paid well for that tremendous work. Of course, whenever I felt I was not processing something correctly for some time, I referred to textbooks, YouTube videos, and language-learning forums to solve the issue, but still, Duolingo was my guide that initiated those searches for truth.
I am very grateful to David for assigning the topic of MOOCs to me; it was a great pleasure to work at.
Dear groupmates, I look forward to hearing your stories on Duolingo, questions, recommendations, and concerns. I am interested in everything, so please ask away to have a proper discussion.
Thank you very much for your participation!
Best,
Anna
References
Brown, S. (2013, July). Back to the future with MOOCs? [Conference presentation]. 2013 Conference on Information Communication Technologies in Education, Crete. https://www.researchgate.net/publication/286446299_Back_to_the_future_with_MOOCs
Daniel, J., Vázquez Cano, E., & Gisbert Cervera, M. (2015). The future of MOOCs: Adaptive learning or business model? International Journal of Educational Technology in Higher Education, 12(1), 64-73. https://doi.org/10.7238/rusc.v12i1.2475
Fischer, G. (2014). Beyond hype and underestimation: Identifying research challenges for the future of MOOCs. Distance Education, 35(2), 149-158. https://doi.org/10.1080/01587919.2014.920752
Hillard, G. (2022, August 25). Whatever happened to MOOCs? CityJournal. https://www.city-journal.org/whatever-happened-to-moocs
As I write this, I have just extended my Duolingo streak to 520 days. I used it on and off for a few years before that, and I took some French while I was in school. I would say that learning something can be more of a marathon than a sprint, and I find that 10-20 minutes per day is plenty to keep me moving forward. I am no expert at languages! I just want to be able to understand enough to help my kids (who are in French Immersion) with their homework. My current goal is to be able to read some simple French stories and maybe a short novel/graphic novel.
Part of the momentum I have with this current streak is due to the social aspect of learning. Right now, I have a Mother in law, cousin, and 3 friends who are also on the platform. Sharing successes and “quests” give a little bit of encouragement to keep going. Being able to converse about the things we find most challenging helps too.
I think where MOOC’s start to run into trouble is with training that requires some sort of certification. I think that First Aid could be an excellent subject for a MOOC, but these sorts of courses are limited by provincial and federal regulations – partly to ensure that the appropriate level of information is taught. Some aspects of first aid require significant prior knowledge in order to be attempted safely. Regardless, it is frustrating to see the number of teachers in schools that have no first aid training. Everyone in a daycare needs first aid, but apparently teachers can call 911. While certain aspects of first aid require a “hands on” component, such as CPR, other aspects do not.
Do you think there could be a market for an Emergency First Aid MOOC?
Hi Doug, thank you for sharing your different, yet still positive experience with Duolingo! I’ve been waiting for you and other proficient users to join the discussion. 520 days with Duolingo; that’s impressive. Bravo!
For me, it’s a relief to know that breaks are actually possible, thank you! I am currently following the path appropriate for the faculty of foreign languages – students have intense language practice in the first year of studies, and in further years more theoretical courses like Lexicology, Phonology, Sociolinguistics, etc. are thrown into their program.
From the studies of my students, the first year is crucial as it gives a basis to everything. I know that if I continue working with the app this way (every day and for at least an hour), I won’t be able to forget the second foreign language afterward even if I stop using it for any reason (I am not planning to).
I am a bit envious that you can enjoy the social aspect of Duolingo too. I guess I seek the same kind of interaction and encouragement when I leave grateful comments under a newly found excellent educational YouTube video, for example.
Your question about a First Aid MOOC made me return to my own studies at the teachers’ training university. It was the post-Soviet time in Ukraine, and the university programs were still heavily laid with pedagogical and psychological components as we were supposed to work with all kinds of kids, including ones with special needs and from different specialized facilities. The five-year-long undergraduate program was rich with Valeology, Psychological Pedagogy, Pedagogical Psychology, Developmental Psychology, etc. The professors from the neighbouring medical university came regularly to teach us how to give shots and resuscitate students, so it was “all in one” for our young professional minds.
Looking back, I am not sure that such a broad approach was truly beneficial. I mean I forgot almost everything. I believe it will be better to complete this First Aid MOOC and then apply this knowledge on a regular basis somewhere. Can you think of any activities where these medical skills will be necessary, Doug?
I’m not entirely sure I understand your question completely, but I am a pretty strong believer in as many people as possible having a basic level of first aid. As one of the only people with up to date first aid in my school, I have seen a number of injuries that go beyond the basic band-aid or ice pack level of treatment. Burns, broken bones, snapped tendons and head injuries are real concerns for students and staff, and medical conditions such as diabetes, epilepsy and anaphylaxis often begin in childhood. Older visitors to the school may be at greater risk of falls or heart disease, and many schools now have AED’s available.
Every year, people are reminded that the CPR episode of “The Office,” while hilarious, has also saved lives. But first aid skills are very much “use it or lose it,” and need to be updated regularly. With the availability of MOOCs as a potential source of training why should anyone need to rely on TV shows to teach us how to save lives?
The answer might be a memory – people remember the series better because it was their pleasure and entertainment. Meanwhile, I forgot my unusually deep medical knowledge from the uni because I never used it in real life. That’s why I suggest finding a way of applying these important medical skills more or less regularly first, before getting a certificate in First Aid. Cheers!
Douglas,
I quick search of some of the resources we listed turned up a few FirstAid courses. But, would these meet certifications in our jurisdictions? I’m not sure.
https://www.futurelearn.com/courses/basic-first-aid – Glasgow University
https://www.redcross.org/take-a-class/first-aid/first-aid-training/first-aid-online
https://www.classcentral.com/course/medical-emergencies-cpr-toxicology-wilde-12707
https://www.classcentral.com/course/edx-cpr-aed-first-aid-5203
Allan,
I must admit that since I maintain current first aid through volunteering, I haven’t taken a look at those online courses before. While it is true that they may not meet certification requirements in Canada (since most appeared to be for the US,) it would still be better for most to have some sort of training than none.
CPR in particular requires an “in-person” experience with CPR manikins, and depending on the level needed may require a manikin that provides tempo and depth feedback.
First Aid is often a component of Health classes as well, and these courses may provide classroom teachers with an excellent resource for incorporating a clear first aid curriculum.
Years ago, when I still had the Apple app for music, I downloaded a bunch of podcasts-like courses that I was interested in. Unfortunately, before I was able to actually listen to any of them, I ended up losing access to the app. I am looking forward to trying some of the courses again, as refreshers on stuff I already learned, or deeper dives into new areas of learning. For one of my other courses, I was introduced to the Open Course Ware from MIT (https://ocw.mit.edu/). I also love when professors upload their lectures to YouTube so that you can listen to them. True, you may not get certification, or the satisfaction of a successful grade, but you still gain the knowledge.
I think this is an excellent cross-over with the DIY learning, in that you get to choose your level of interaction and engagement, and the topic that you prefer as well, or ones that interest you the most. It also seems to tie in nicely with the idea of micro-learning, like using Duolingo for a short period of time, but doing it consistently. (Great idea for the case study, Anna!)
Dear Catriona,
Thank you very much for the link to the Open Course Ware from MIT; I have copy pasted everything dutifully. Like you, I am a big fan of YouTube, especially its micro-format educational videos. Not sure that I will be able to listen to a bigger lecture though. I tried it with Prof. Jordan Peterson, but the fact that he prefers to focus on the psychological problems of male audiences made it a bit too hard to follow. Still, he’s right in so many things even when he sounds pretty banal.
Your story about Apple podcasts reminded me of the books I downloaded last year from different European sites. Educational organizations then were eager to help the Ukrainians and provided free access to many resources. Needless to say, I still haven’t found time to look into them, sorry.
Anyway, DIY is an interesting area of education. At the very least, it gives an opportunity to present the results of one’s own activities/practice/experimentation to humanity. I was very happy when my mom started consulting YouTube for everything, and my brother even managed to fix the washing machine on his own following YouTube video’s instructions.
DIY is currently considered life-long, and MOOCs are usually shorter, but I don’t know about Duolingo – I couldn’t reach the end of the exercises when I just started learning. Do you think they might keep making the chain longer and longer?
I am afraid I am not familiar with micro-learning. Will it be the topic of your own presentation? Thank you, my friend!
The micro-learning and nano-learning were someone else’s presentation in this course previous to us. I read it and it made total sense to me, as it involves learning a little bit, then practicing that little bit before learning another little bit. It is kind of like enforced scaffolding. My Week 10 A2 is on experiential design, which was a topic that took me quite a while to understand, but I think I have it now 🙂
I see. Well, Duolingo is enforcing its linguistic knowledge on me in small doses, and I have no choice but to accept, lol. Look forward to your interpretation of experiential design, Catriona! I believe ETEC523 is all about experiential design as well. I am not an expert, so I will definitely take something new from there too. Take care! Anna
University courses offered as MOOCs will have specific start and end times. How much do you think the time-limited feature affects the low completion rates?
Looks like I have to answer my partner. Well, it seems to me that for free courses a time-limited feature won’t mean much. There should be another incentive for a person to complete a course, for example, a certificate. What do you think, Allan?
There are many MOOCs that offer certification, and much of the recent expansion of MOOCs have been as professional development, where employees are looking to maintain or improve their certifications and training – I’m going to try to investigate the completion rates for those courses.
My response stems from the prompt “What are your concerns with MOOCs?” but is also a response to “What are your curiosities about MOOCs in the future?”
Thanks for the informative presentation! It was great to learn about the origin of MOOCs, and to see how they’ve evolved over the past decade or so. As they are a relatively new endeavour, I’d imagine that we’ll continue to see them evolve as time goes on, especially (as this presentation pointed out) when the current drop out rates are so high.
One concern (or curiosity) I have with MOOCs is the monetization of them, and how this currently affects them, and how it will affect them in the future. MOOCs were free when they were first created, and my assumption is that the intention of this concept was less about making money, and more about exploring how mass amounts of people could be reached through a single course. Naturally, as MOOCs grew in popularity, the format began to include fees in various ways (again, as mentioned in the presentation, mainly through certificates that verified ones completion). I wonder if this takes away from the original idea? I would also be curious to know if by definition, a MOOC must be offered for free, and then the creators may choose to include fees for benefits beyond just completing the course for learning sake?
Thanks again for the great presentation, that has left me with lots of food for thought!
Thank you for this interesting comment, Jamie!
I didn’t focus on MOOC history much, but I do know that Duolingo changed the structure of its courses from a tree-like design to a linear progression in 2022, totally to my advantage, as it seems.
As for the original humanitarian idea of the course, I am afraid it is getting less and less popular with the course owners. While I am a Duolingo novice centered on the completion of its free exercises, so far, I have noticed two ways for Duolingo to make money to support itself: they are selling plans like a family plan which is fair; during my first month, they were encouraging me to work at my mistakes for money which I found ironic since I consider mistakes a sign of my progress. I guess they are trying to play on the learner’s insecurities here which seems doubtful even from a business point of view. I mean if I were not a language teacher, I would probably find the topic of my mistakes unattractive.
I don’t know which options of Duolingo monetization are ahead of me, but I will do my best to fully use its free option, and save money for the tutor.
Thank you!
Hi Anna and Allan, thank you very much for your OER. I learned a lot about it! Well done on your mini-MOOC and case study.
I share the same concern with MOOCs as Jamie discusses above – monetization. The “openness” of MOOCs refers to the idea that these courses are free and accessible to anyone with an internet connection, regardless of their socioeconomic status. However, when MOOCs are monetized, it takes away from this openness. When you have to pay for certain content it creates a divide between those who can afford to pay and those who cannot, limiting access to education. Also, when MOOCs start to seek sponsorships and begin advertising, this can lead to bias and limits diversity, changing the content and leading toward a “closed” rather than “open” system.
True. Well, let us use MOOCs while we still can, shall we? Before they are completely commercialized and closed. Cheers!
Yes, Jamie and Megan, monetization is always a concern. We have seen this phenomena before, where an internet-based technology begins as a free, open sharing of knowledge or apps, only to have the eventual requirement to pay for it. Google, anyone? I remember when there were no ads. Google Classroom is now implementing a fee to large educational organizations, and is limiting the amount of storage at various levels of storage. I guess it became too popular with educational institutions, and the costs of running it for free were too hard to justify to the shareholders?
With regard to MOOCs, the platforms that are monetizing MOOCs are at least providing a service that some may value; the delivery model will be consistent from course to course, the interface will be of a higher quality, etc. Consider the differences in “look and feel” between Moodle and other LMSs. Does the expansion of MOOCs available correspond to the platforms becoming for-profit enterprises? Will the mere fact that the MOOC comes at a (still small) cost encourage more students to complete them?
The current costs of MOOCs that offer reputable credentials from universities are still much, much less than the cost of taking the same course at the institution.
Jamie, you bring up an interesting question of whether or not a free version of the course satisfies the MOOC criteria, but they can add incentives for users who opt to pay. It does put up a socioeconomic barrier for those who are seeking further education, which is counterintuitive to the original idea of a MOOC being free, but to Allan’s point, the paid version of a MOOC is still significantly more accessible (financially and opportunity-wise) than taking the same course at the institution itself.
At the end of 2019, I decided that I wanted to learn more about UX research and design. I had done some DIY learning but that route wasn’t going to give me something to showcase on my resume, so I settled on a specialization on Coursera through the University of Michigan. I would never have considered UofM outside of Coursera because their tuition rates would be astronomical, but Coursera made it a feasible option. Coursera does offer several different enrolment options (https://www.coursera.support/s/article/209818613-Enrollment-options?language=en_US) – you can audit the course for free but you do not receive a certificate at the end, or you can pay to receive the certificate. What they’re not transparent about is that only paying members can access the results of their quizzes. While an auditor can see the quiz questions, they don’t have the option to see what they got correct or incorrect, which I feel puts low-income people at an unfair disadvantage – we all know feedback is critical for learning.
I opted to do the Coursera Plus model because I wanted the feedback and the certificate, but I needed that to incentivize me complete it in a timely manner – the faster I completed it, the less I had to pay. I don’t know if I would have been as engaged or motivated with the free version, so it was nice to have options that matched my needs and financial position. My experience with this MOOC was positive, I learned a lot from my courses, and felt like they were worth my time and money. I would consider it again for other areas of professional growth in the future.
Hi Lynsey, thank you for sharing your story about a Coursera / University of Michigan UX research and design course. The money incentive that you described sounds reasonable!
Lynsey, I appreciate your viewpoint on how monetization can incentivize and motivate the learner (in some cases). That’s a big motivator for myself in the MET program as I finish these final two courses, I must admit. I do appreciate all that I’ve learned in the program for the sake of the learning and for the improvement in my practice, but I also will be rewarded for completion by a significant increase in remuneration. Just like you found with your Coursera Plus course, the sooner I complete the MET, the sooner I will be able to pay back the cost of tuition.
Hi, Allan and Anna, Great work on your OER!
While exploring your OER, I was interested in the high dropout rates of MOOCs. Especially in the COVID-19 era, online learning has become one of the most used alternatives for pursuing academic goals. Based on my experience, the completion rates of online classes are surprisingly low. For the past three years, many students I know have chosen to drop their online courses during a semester for various reasons. Some only finished the minimum required number of courses per semester or even took a year off. I searched online and found that the high dropout rate is a common alarming problem for all online learning (including MOOCs). According to Shaikh & Asif (2022), many persistence factors are related to online learners, including their demographic attributes, academic experience, relevant technical and management skills, behavioural and psychological attributes and personal variables. For example, studies showed that older students (age >26) with experiences with online learning and relevant technical or time management skills were more likely to persist (Shaikh & Asif, 2022). Reviewing relevant empirical studies in the past two decades, Shaikh & Asif (2022) also summarized the important persistence factors related to online courses and course instructors. I believe the study is helpful for the course instructors or providers to focus on the problems mentioned to improve future program persistence and completion rates.
I like the case study you shared, so I downloaded the Duolingo app and tried it for half an hour to study Japanese (I know a few words and phrases about this language). I enjoyed the design and the incentive mechanisms of this app. The one issue I found is the limited modes of assessment which test more on short-term memory, not the long-term one. For example, I could get a full mark on the quiz after learning two new words because they were still fresh in my short-term memory (lasting for less than a minute). But the problem is that long-term memory is what matters in the acquisition of knowledge. Do you have similar concerns when using this app?
References
Shaikh, U., & Asif, Z. (2022). Persistence and Dropout in Higher Online Education: Review and Categorization of Factors. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.902070
Hi Iris,
Thank you very much for this valuable contribution to our topic regarding the reasons for the MOOC’s high dropout rate and a resource.
And for trying Duolingo too!!! I can add that many users will register on Duolingo out of curiosity, to try it and see for themselves if it is suitable to their tastes and styles or not. An advertisement of about 15 minutes per day is also misleading, so I guess a lot of people will abandon the app after they realize it requires much more time. I assume that Duolingo’s reminders are not fun either. It’s lucky that Duolingo and I clicked!
Regarding your question about new vocabulary, if you continue working on your Japanese, Duolingo will suggest you more exercises on the words that you recently learned, so it will make sure that you will remember everything well. As I said in the podcast, exercises are endless, and one way or the other, you will get grammar, vocabulary, and pronunciation of the target language. Once I worked on one phrase for 10 min. or so because Duolingo kept rejecting my pronunciation. It’s OK; beneficial for vocabulary.
Thank you!
Anna
Anna, thank you for removing my doubts. When I first signed up for a Duolingo account, I experienced Bingying’s concerns. Another issue I ran into when setting up my class was that there was no choice for me to select “English” as the language of notifications and instructions.
The vocabulary scaffolding element and the interactive assessments were both very interesting to use. Overall, I felt it is a great tool to learn a new language. Thanks for the detailed OER.
Pleasure to hear from you, Ritu! I value this brilliant opportunity to try everything within ETEC 523 too! The course is experiential and individualized, and I like how it shapes my perception of the modern digital tools available.
You know, it is a bit strange that English was not provided to you as a first option. I am enjoying Duolingo in English, and if I ever decide to start working on a third foreign language, it will make sense to do it using the second one as a language of instruction.
I am glad that you tried Duolingo in class. I will see how it goes this year to be sure, but I already started advising Duolingo to my real-life friends who are interested in studying a foreign language. Thank you!
Thanks, Iris for your input, and your sharing of the study of completion rates for online courses. It has also been my experience that many high school students who attempt online courses really struggle with them. As this program itself has demonstrated to me, it does require a certain degree of intrinsic motivation, and a large degree of self-discipline to be successful. When the social interaction is increased, I think the success rate would be higher. For myself, the group projects that I have participated in have been the most successful.
Allan and Anna,
Thank you for your OER. I particularly enjoyed the case study you shared. I have taken a course with Coursera a few years ago and I had a thoroughly positive experience. Some people might criticize the lack of the social or collaborative aspects in some MOOCs but to me that wasn’t a problem because my goal was simply to gain knowledge and skills for my professional and personal development. I honestly was not interested nor did I have the time for building relationships or focusing on sharing a social learning experience with others. But that might be the goal and the best way to learn for some learners and in certain subjects or areas. Like Anna said, Duolingo (or any other MOOC for that matter) suits certain audiences and certain learning contexts and goals. It is a great thing that there is a myriad of options out there, especially that it makes the privilege of good education equally available for everyone. It is claimed by many users that some MOOCs mobile apps are an excellent approach to mobile and open learning; I haven’t tried them myself but I guess it would be a really exciting thing to explore.
Thank you for this lovely, encouraging, and early comment, Safa! I really appreciate that! You and I both know that with a foreign language, hard work is inevitable. It cannot be mastered in projects or discussions only; it requires serious individual efforts. Collaboration and interaction will be necessary at the advanced level for sure, and I am thinking of them for myself from time to time. Still, I am currently up to my ears in basic grammar, vocabulary, and pronunciation, and I enjoy every minute of it because Duolingo makes this experience different and unique – this technical friend on my smartphone replaces a uni professor, groupmates, and a lot of textbooks quite well. Thank you! Regards, Anna