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A Systematic Review of Teacher-Facing Dashboards for Collaborative Learning Activities and Tools in Online Higher Education

Authors Tiago Romão , Pedro Pestana , Leonel Morgado

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Author Details

Tiago Romão
  • University of Trás-os-Montes e Alto Douro, Vila Real, Portugal
  • Universidade Aberta, Lisbon, Portugal
  • INESC TEC, Porto, Portugal
Pedro Pestana
  • Universidade Aberta, Lisbon, Portugal
  • CITAR, UCP, Porto, Portugal
Leonel Morgado
  • LE@D, CIAC, & CEG, Universidade Aberta, Lisbon, Portugal
  • INESC TEC, Porto, Portugal

Funding

This work was supported by the TRIO project funded by the European Union’s Erasmus+ KA220-ADU – Cooperation partnerships in adult education programme under grant agreement no. KA220-ADU-1B9975F8.

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Tiago Romão, Pedro Pestana, and Leonel Morgado. A Systematic Review of Teacher-Facing Dashboards for Collaborative Learning Activities and Tools in Online Higher Education. In 4th International Computer Programming Education Conference (ICPEC 2023). Open Access Series in Informatics (OASIcs), Volume 112, pp. 13:1-13:12, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2023) https://doi.org/10.4230/OASIcs.ICPEC.2023.13

Abstract

Dashboard for online higher education support monitoring and evaluation of students’ interactions, but mostly limited to interaction occurring within learning management systems. In this study, we sought to find which collaborative learning activities and tools in online higher education are included in teaching dashboards. By following Kitchenham’s procedure for systematic reviews, 36 papers were identified according to this focus and analysed. The results identify dashboards supporting collaborative tools, both synchronous and asynchronous, along categories such as learning management systems, communication tools, social media, computer programming code management platforms, project management platforms, and collaborative writing tools. Dashboard support was also found for collaborative activities, grouped under four categories of forum discussion activities, three categories of communication activities and four categories of collaborative editing/sharing activities, though most of the analysed dashboards only provide support for no more than two or three collaborative tools. This represents a need for further research on how to develop dashboards that combine data from a more diverse set of collaborative activities and tools.

Subject Classification

ACM Subject Classification
  • Applied computing → Collaborative learning
  • Applied computing → Distance learning
  • Applied computing → E-learning
Keywords
  • Dashboards
  • collaborative tools
  • collaborative activities
  • online learning
  • e-learning
  • computer-supported collaborative learning

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