Assessing group collaboration is a critical element in Problem-based Learning (PBL). In asynchronous online PBL settings, facilitators encounter challenges to assess group collaboration because of delayed responses, lack of social cues, and the orchestration load. Teacher dashboards have the potential to support facilitators to assess collaboration by providing synthesized and visualized information about student learning. Previous studies have explored facilitators’ user experience of teacher dashboards. However, little is known about how facilitators with different levels of PBL expertise interpret dashboard information differently. In this study, we analyzed ten PBL facilitators’ utterance moves while interacting with an online teacher dashboard to examine the difference between expert and novice facilitators as they used each visualization. This study can inform the design of teacher dashboards on collaboration assessment.

中文翻译：

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使用教师仪表板评估基于问题的学习中的小组协作

评估小组协作是基于问题的学习 (PBL) 的关键要素。在异步在线 PBL 设置中，由于延迟响应、缺乏社交线索和编排负载，促进者在评估小组协作时遇到了挑战。教师仪表板有可能通过提供有关学生学习的综合和可视化信息来支持促进者评估协作。以前的研究已经探索了辅导员对教师仪表板的用户体验。然而，对于具有不同 PBL 专业知识水平的促进者如何以不同方式解释仪表板信息，我们知之甚少。在这项研究中，我们分析了 10 名 PBL 辅导员的话语动作，同时与在线教师仪表板交互，以检查专家和新手辅导员在使用每种可视化时的差异。