Visualizing Dominant Behaviours in Problem-Based Learning Environments: A Case Study Analysis of the HOWARD Platform

Virtual Paper ID: 51487
  1. aaa
    Lingyun Huang
    Faculty of Education, McGill University
  2. Stephen Bodnar
    Faculty of Education, McGill University
  3. Juan Zheng
    Faculty of Education, McGill University
  4. Maedeh Kazemitabar
    Faculty of Education, McGill University
  5. Susanne Lajoie
    Faculty of Education, McGill University
  6. Yuxin Chen
    School of Education, Indiana University Bloomington
  7. Gurpreet Birk
    School of Education, Indiana University Bloomington
  8. Cindy Hmelo-Silver
    School of Education, Indiana University Bloomington
  9. Juan Pablo Sarmiento
    Department of Administration Leadership and Technology, New York University
  10. Ricki Goldman
    Department of Administration Leadership and Technology, New York University
  11. Jeffrey Wiseman
    Center for Medical Education, McGill University
  12. Lapki Chan
    School of Biomedical Sciences, The University of Hong Kong

Abstract: Dominance is a problematic phenomenon describing that a student monopolizes discussion time or seeks to control or direct learning goals in the process of collaborative learning This study aimed to investigate the effectiveness of visualizations (eg the pie chart, the social network) and the presentation tool (ie electronic white board) designed to visualize dominant students’ behaviours The study took place in HOWARD, an online asynchronous problem-based learning (PBL) platform Three instructors were invited to use HOWARD to monitor students’ communication in an assigned workshop Preliminary analysis of instructors’ think-aloud protocols revealed that the deployed visualizations were effective in supporting the diagnosis and identification of dominance in the PBL environments We concluded by discussing the pros and cons of the current design and implications for the possible redesigns in future work

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