Creating Instructor Dashboards to Foster Collaborative Learning in On-Line Medical Problem-Based Learning Situations

Kazemitabar, Maryam; Bodnar, Stephen; Hogaboam, Peter; Chen, Yuxin; Sarmiento, Juan Pablo; Lajoie, Susanne P.; Hmelo‐Silver, Cindy E.; Goldman, Ricki; Wiseman, Jeffrey; Chan, Ling-Yau

doi:10.1007/978-3-319-39483-1_4

Cited by 9 publications

(5 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Kazemitabar et al [17] presented an online, asynchronous learning environment called Helping Others with Argumentation and Reasoning Dashboard (HOWARD), including two interfaces for both students and teachers. The teacher interface included a VLA tool designed to make it easier to keep track of group activities.…”

Section: Related Workmentioning

confidence: 99%

“…On the dashboard interface for teachers, each group is represented by four visualizations lined together in a row that give teachers access to information on group participation and progress, the latest activities of group members, and the interaction trends between group members in the discussion space. Despite the fact that the visualizations in [17] are based on group activities and are comparable to the work we have done to divide students into different classrooms, they did not take into account any methods to group the students based on their learning outcomes.…”

Section: Related Workmentioning

confidence: 99%

See 1 more Smart Citation

SBGTool v2.0: An Empirical Study on a Similarity-Based Grouping Tool for Students’ Learning Outcomes

Mohseni

Martins

Masiello

2022

Data

View full text Add to dashboard Cite

Visual learning analytics (VLA) tools and technologies enable the meaningful exchange of information between educational data and teachers. This allows teachers to create meaningful groups of students based on possible collaboration and productive discussions. VLA tools also allow a better understanding of students’ educational demands. Finding similar samples in huge educational datasets, however, involves the use of effective similarity measures that represent the teacher’s purpose. In this study, we conducted a user study and improved our web-based similarity-based grouping VLA tool, (SBGTool) to help teachers categorize students into groups based on their similar learning outcomes and activities. SBGTool v2.0 differs from SBGTool due to design changes made in response to teacher suggestions, the addition of sorting options to the dashboard table, the addition of a dropdown component to group the students into classrooms, and improvement in some visualizations. To counteract color blindness, we have also considered a number of color palettes. By applying SBGTool v2.0, teachers may compare the outcomes of individual students inside a classroom, determine which subjects are the most and least difficult over the period of a week or an academic year, identify the numbers of correct and incorrect responses for the most difficult and easiest subjects, categorize students into various groups based on their learning outcomes, discover the week with the most interactions for examining students’ engagement, and find the relationship between students’ activity and study success. We used 10,000 random samples from the EdNet dataset, a large-scale hierarchical educational dataset consisting of student–system interactions from multiple platforms at the university level, collected over a two-year period, to illustrate the tool’s efficacy. Finally, we provide the outcomes of the user study that evaluated the tool’s effectiveness. The results revealed that even with limited training, the participants were able to complete the required analysis tasks. Additionally, the participants’ feedback showed that the SBGTool v2.0 gained a good level of support for the given tasks, and it had the potential to assist teachers in enhancing collaborative learning in their classrooms.

show abstract

Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

SBGTool v2.0: An Empirical Study on a Similarity-Based Grouping Tool for Students’ Learning Outcomes

Mohseni

Martins

Masiello

2022

Data

View full text Add to dashboard Cite

show abstract

“…Also, we tried to include those that are equipped with Semantic Web technologies the best we can; though there are some exceptions. Some of these surveyed projects include SemTube 4 (a prototype that later developed to a semantic annotation tool called Pundit) [35,22,36,46], Annomation/SugarTube 5 (designed in the Knowledge Media Institute (KMI)) [103,46], Hypothes.is 6 , Annotorious 7 (part of the EuropeanaConnect research project, and it used to be called Europeana Connect Annotation Suite [29]) [35,46], 55,17,46] and the Open Video Annotation Project (OVA) 9 [45,16].…”

Section: Semantic Annotationmentioning

confidence: 99%

“…The mentioned rapid growth in educational video content published online, it gave way for video annotation software to help students create and share their reflections about the content [62]. In the literature, there are hints of an existing relationship between note-taking (i.e., annotating) and active learning engagement [62,79,45]. To 1 the development side of the online note-taking activity, the technology that allows utilizing it for learning is already there and is progressing [62].…”

Section: Introductionmentioning

confidence: 99%

NotesKB: Web-Based Semantic Annotation Tool for Online Multimedia Learning Content

Alamoudi¹

View full text Add to dashboard Cite

show abstract

“…Recently, numerous technology-based tools have become available to facilitate real-time, inclass online collaborations [5][6][7][8][9]. The integration of some of the most rudimentary of these tools, such as Online Collaborative Document/Spaces (e.g.…”

Section: Opportunities For Dmtl To Advance Stem Learningmentioning

confidence: 99%

Board 38: Methods and Outcomes of the NSF Project on Synthesizing Environments for Digitally Mediated Team Learning

DeMara

Campbell

Hartshorne

et al.

2019 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

Florida (UCF), where he has been a full-time faculty member since 1993. His educational research interests focus on classroom instructional technologies and the digitization of STEM assessments. He is Principal Investigator of the NSF Workshop on Digitally-Mediated Team Learning and the organizer of faculty development workshops on Assessment Digitization Innovation and also on Virtualized Active Learning. He has completed over 275 technical and educational publications, 47 funded projects as PI/Co-I, and 22 Ph.D. graduates. He serves as the founding Director of the Evaluation and Proficiency Center (EPC), is an iSTEM Fellow, and the Digital Learning Faculty Fellow at UCF.

show abstract

Creating Instructor Dashboards to Foster Collaborative Learning in On-Line Medical Problem-Based Learning Situations

Cited by 9 publications

References 5 publications

SBGTool v2.0: An Empirical Study on a Similarity-Based Grouping Tool for Students’ Learning Outcomes

SBGTool v2.0: An Empirical Study on a Similarity-Based Grouping Tool for Students’ Learning Outcomes

NotesKB: Web-Based Semantic Annotation Tool for Online Multimedia Learning Content

Board 38: Methods and Outcomes of the NSF Project on Synthesizing Environments for Digitally Mediated Team Learning

Contact Info

Product

Resources

About