You are here:

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

, , , , , Faculty of Education, McGill University, Canada ; , , , School of Education, Indiana University Bloomington, United States ; , , Department of Administration Leadership and Technology, New York University, United States ; , Center for Medical Education, McGill University, Canada ; , School of Biomedical Sciences, The University of Hong Kong, Hong Kong

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, British Columbia, Canada ISBN 978-1-939797-31-5 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Full Text

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

Citation

Huang, L., Bodnar, S., Zheng, J., Kazemitabar, M., Lajoie, S., Chen, Y., Birk, G., Hmelo-Silver, C., Sarmiento, J.P., Goldman, R., Wiseman, J. & Chan, L. (2017). Visualizing Dominant Behaviours in Problem-Based Learning Environments: A Case Study Analysis of the HOWARD Platform. In J. Dron & S. Mishra (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 359-364). Vancouver, British Columbia, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved March 7, 2021 from .

© 2017 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Azer, S.A. (2001). Problem-based learning. A critical review of its educational objectives and the rationale for its use. Saudi Medical Journal, 22(4), 299-305.
  2. Azer, S.A. (2009). Interactions between students and tutor in problem-based learning: The significance of deep learning. The Kaohsiung journal of medical sciences, 25(5), 240-249.
  3. Baile, W.F., Buckman, R., Lenzi, R., Glober, G., Beale, E.A., & Kudelka, A.P. (2000). SPIKES—a six-step protocol for delivering bad news: application to the patient with cancer. The oncologist, 5(4), 302-311.
  4. Card, S.K., Mackinlay, J.D., & Shneiderman, B. (1999). Readings in information visualization: using vision to think. London, UK: Morgan Kaufmann.
  5. De Laat, M., Lally, V., Lipponen, L., & Simons, R.-J. (2007). Investigating patterns of interaction in networked learning and computer-supported collaborative learning: A role for Social Network Analysis. International Journal of ComputerSupported Collaborative Learning, 2(1), 87-103.
  6. Dillenbourg, P., & Traum, D. (1997). The role of a whiteboard in a distributed cognitive system. Paper presented at the Swiss Workshop on Distributed and Collaborative Systems. Lausanne: Switzerland.
  7. Faidley, J., Evensen, D.H., Salisbury-Glennon, J., Glenn, J., & Hmelo, C.E. (2000). How are we doing? Methods of assessing group processing in a problem-based learning context. Problem-Based Learning: A Research Perspective on Learning Interactions, Erlbaum, NJ, 109-135.
  8. Few, S. (2007). Save the pies for dessert. Visual Business Intelligence Newsletter, 1-14.
  9. Greller, W., & Drachsler, H. (2012). Translating learning into numbers: A generic framework for learning analytics. Educational Technology& Society, 15(3), 42-57.
  10. Hendry, G.D., Ryan, G., & Harris, J. (2003). Group problems in problem-based learning. Medical Teacher, 25(6), 609-616.
  11. Hitchcock, M.A., & Anderson, A.S. (1997) Dealing with dysfunctional tutorial groups. Teaching and Learning in Medicine,9(1), 19-24.
  12. Hmelo-Silver, C.E. (2004). Problem-based learning: What and how do students learn? Educational psychology review, 16(3), 235-266.
  13. Hmelo-Silver, C.E., Jung, J., Lajoie, S., Yu, Y., Lu, J., Wiseman, J., & Chan, L.K. (2016). Video as context and conduit for problem-based learning Educational technologies in medical and health sciences education (pp. 57-77): Springer.
  14. Hung, W., Jonassen, D.H., & Liu, R. (2008). Problem-based learning. Handbook of research on educational communications and technology, 3, 485-506.
  15. Khan, M., & Khan, S.S. (2011). Data and information visualization methods, and interactive mechanisms: A survey. International Journal of Computer Applications, 34(1), 1-14.
  16. Martinez-Maldonado, R., Pardo, A., Mirriahi, N., Yacef, K., Kay, J., & Clayphan, A. (2015). The LATUX workflow: designing and deploying awareness tools in technology-enabled learning settings. In Proceedings of the Fifth International Conference on Learning Analytics and Knowledge (pp. 1-10). ACM.
  17. Rudd, J., Stern, K., & Isensee, S. (1996). Low vs. High-fidelity Prototyping Debate, ACM Interactions 3(1), 76-85.
  18. Scott, J. (2012). Social network analysis. Los Angels,London, New Dehli, Singapore, Washington DC: Sage.
  19. Skinner, V.J., Braunack-Mayer, A., & Winning, T.A. (2016). Another Piece of the “Silence in PBL” Puzzle: Students’ Explanations of Dominance and Quietness as Complementary Group Roles. Interdisciplinary Journal of ProblemBased Learning, 10(2), 8.
  20. Verbert, K., Duval, E., Klerkx, J., Govaerts, S., & Santos, J.L. (2013). Learning analytics dashboard applications. American Behavioral Scientist, 57(10), 1500-1509.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Slides

Also Read

Related Collections