Using Teacher Dashboards to Assess Group Collaboration in Problem-based Learning

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