Slackbot "WeAre!" for Online Education

August, 2022


Distance learners differ from residential students not only in the physical and temporal separation from their peers. The discrepancy leads to a series of critical issues for the online education environment, such as high dropout rates, and students’ feelings of isolation.

Motivated to address the aforesaid issues, this project explored the notion of community and mechanisms to promote community with peer knowledge in the online educational setting.

My role

Literature review

Data analysis

Design of the Slackbot "WeAre!"

  • Designed a Slackbot "WeAre!" to help Penn State World Campus students communicate and interact with each other.

  • An interactive Slack command and a custom button: can be used to initiate an introduction form. The form is presented as a modal dialog within Slack.

  • Once a user submits the introduction form, Slackbot WeAre! sends a private message to the user in the current channel, encouraging the user to authorize Slackbot WeAre! to post a public message in this channel that will introduce him or herself.

  • If a user agrees to be introduced, Slackbot WeAre! sends a public message visible to all members of the channels. Further, students can follow up with one another in text or with emoji under this introduction also as replies. In addition to using /intro slack command to initiate the process, we sent out prompts on behalf of Slackbot WeAre! for users to introduce themselves every other day only if new users have not introduced themselves and also have never received such prompts (in other words, each user got such prompt once at most).

  • Further, WeAre! guides users through the steps of being publicly introduced by the Slackbot, so as to share the information the user just entered with fellow students. We also sent prompts to invite students to join or create channels of their majors or interest groups (also for once at most).


Users' log

  • 409 students registered in WeAre!

  • 38 channels created

  • Messages (n = 830 messages)

Repeated Measures (Pre- and Post-Survey)

  • n = 49 students who participated in both surveys and used WeAre!

  • n = 72 students who did not register in WeAre! but participated in both surveys


  • World Campus students’ activities and reported experiences of WeAre! demonstrated the ability of Slackbot in breaking the ice and facilitating peer interaction (e.g. facilitated introduction). However, carefully designed bot-facilitated dialogues also raise questions about the authenticity of social interaction.

  • Perceived community via Common Bonds (i.e. Affinity-based Community) are significantly higher than those via Common Identity in the context of online education programs.

  • WeAre! enabled World Campus students to actively seek and foster relationships with their peers and also increased their community feelings about their collective efficacy in Coordination and Social Support.

  • Significant interaction effect of (self-reported) Slack use and Slack competency prior to the experiment in predicting the variance of perception differences (for Identity Regulation and Coordination).