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 (e.g. the pie chart, the social network) and the presentation tool (i.e. 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. Copyright © 2017 by the Association for the Advancement of Computing in Education (AACE).
| Original language | English |
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| Title of host publication | Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 |
| Place of Publication | Waynesville, NC |
| Publisher | Association for the Advancement of Computing in Education (AACE) |
| Pages | 359-364 |
| ISBN (Print) | 9781939797315 |
| Publication status | Published - 2017 |