Teacher-led debriefing has the potential to positively
affect learning gains when conducted at the end of collaborative
learning activities. In order for debriefing to be effective, the
teacher needs to base it on the learner’s process during the
activity. Research in the field of Computer-Supported Collaborative Learning (CSCL) is proposing teaching-facing dashboards
as tools that facilitate the monitoring and orchestration of
activities. However, research has paid less attention to how these
dashboards ...
Teacher-led debriefing has the potential to positively
affect learning gains when conducted at the end of collaborative
learning activities. In order for debriefing to be effective, the
teacher needs to base it on the learner’s process during the
activity. Research in the field of Computer-Supported Collaborative Learning (CSCL) is proposing teaching-facing dashboards
as tools that facilitate the monitoring and orchestration of
activities. However, research has paid less attention to how these
dashboards can support debriefing. We explore how adding
a “flagging” feature to a CSCL orchestration dashboard can
support debriefing by reporting a qualitative preliminary study
in which the flagging feature was used during a Pyramid CSCL
script activity. Results indicate that the dashboard interface
design, number of student responses, number of errors in student
responses, and whether student responses meet the teachers
expectations most influence the use and utility of the feature.
Additionally, we identified avenues for improving and extending
the design of the feature.
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