of an HTML5 version of the WorldWideWhiteboard. This version has now replaced the earlier, Java-based version and allows for the use of the interface on mobile devices. This is one of several cases where software developers have opted for browser-based development, counting on the future development of HTML5 APIs to support audio and video interaction, rather than self-standing phone apps.As of 2013, installations of World Wide Whiteboard had been converted from Java-based to HTML5-based versions. As the World Wide Whiteboard gained more popularity, LSI came to be included in the Inc. 5000 in 2014. Use The World Wide Whiteboard product appeared as the first successful web collaboration tool in wide use in online education. Online whiteboards generally can accommodate a theoretically unlimited number of participants and an instructor in a live, or synchronous, interactive session. The World Wide Whiteboard allows for both audio and video streams, as well as numerous asynchronous modes of interaction. Usage studies A study at Hampton University in 1999 concluded that the World Wide Whiteboard could effectively support such activities as online office hours. A 2004 study at Stony Brook University comparing the World Wide Whiteboard with tools available in Blackboard concluded that "despite some flaws, according to our research NetTutor remains the only workable math-friendly e-learning communication system." The World Wide Whiteboard supported the online tutoring programs of individual universities, such as at Utah Valley State College, in a study describing its use as "one of the earliest synchronous models for math tutoring". The World Wide Whiteboard was used to coordinate education across multiple campuses at the University of Idaho, in a study beginning in 2005, that showed increasing acceptance of Web-based online tutoring in the university setting. Certain of these studies have been cited widely, mainly because of the seminal role of the World Wide Whiteboard as an educational Web conferencing tool. Other questions raised by scholars include: How comfortable is the average learner with the technology of the World Wide Whiteboard? Does the conversation with an online educator—even a "live" one—fully synthesize the give and take of the classroom environment? Degree of customization The technology of the World Wide Whiteboard is not geared to a particular pedagogic or andragogic approach. Its set of activities can therefore be used by any educator for online communication. This also means that questions about how the World Wide Whiteboard is set up are matters for the institution