Platform-Based Coordination of Instructors, Learners, and Shared Facilities

Abstract

This study investigates how platform-based coordination can improve the management efficiency of instructors, learners, and shared facilities in practice-intensive education programs. The study is designed to evaluate a digital coordination platform across approximately 30 practice-intensive programs in 6 institutions over two semesters, collecting around 15,000 facility-booking records, 9,000 instructor-learner appointment records, 6,800 feedback-exchange records, 4,500 task-progress updates, 2,200 administrative adjustment logs, and 900 user survey responses. Key variables include booking success rate, facility utilization rate, appointment waiting time, instructor response time, feedback turnaround time, administrative workload, task completion continuity, platform-use frequency, communication efficiency, and learner satisfaction. The study applies difference-in-differences analysis, social network analysis, process mining, multilevel regression, and usability evaluation to compare program operation before and after platform implementation. Platform effectiveness is measured by reduction in scheduling conflicts, decrease in administrative processing time, improvement in instructor-student matching efficiency, increase in resource-use transparency, and improvement in learner continuity. The innovation of this study lies in viewing educational coordination as a measurable platform-mediated process rather than a purely administrative task, showing how digital systems can integrate booking, feedback, progress tracking, and resource monitoring into a unified management mechanism for programs with complex resource dependencies