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Team-Based Learning in
Online Modality - FAQs

We have recorded and answered several frequently asked questions from our customers and workshops. Here’s what TBL educators are asking about online TBL

software-and payment

    Technical Issues

    1. I am unable to see the IRAT. How do I access it?

    You can try refreshing the page to see the IRAT. It should appear in the activities page.

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    2. I am having trouble logging into the InteDashboard site. How do I access it?

    If you are unable to open the link, we recommend that you re-launch your browser and start fresh. When you re-launch it please click on the link provided.

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    3. I did a demo a couple of weeks ago and now I cannot log into the correct activity. When I log in I am being redirected to the account I previously created for the demo. How do I solve this issue?

    You may need to log out of your demo account first and then click on the link to access the correct activity. Or alternatively, you can copy the link into an incognito window and access the activity from there.

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    4. What should I see when I click on the InteDashboard link?

    When you click on the link you should see a window that asks you to register your name. Once you type your name you click register and you should see the blank activity screen. When the IRAT starts it will show up on this page.

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    5. I don't see a start button for IRAT/TRAT/Application. What should I do?

    Please try refreshing the page.

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    6. I don't have the link for a breakout room. Can you please help me?

    When the breakout groups happen there will be a notification in Zoom asking you to join a breakout room. Once you click that link you will be automatically sent to your breakout room. If you still do not see the link please leave the zoom meeting and rejoin. This should help you see the link.

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    7. I cannot find the raise hand button? Is it on Zoom?

    Yes, the button is on zoom. There is a meeting control bar at the bottom. If you click on the participants button on that bar there is a raise hand option in there. If you want to undo the action please click on the button again.

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    8. What happens if the internet connection breaks either during tests or during team discussion for one or all participants?

    If the internet connection breaks it is important for everyone to stay calm and rejoin the meeting whenever possible. Such inconveniences are likely to happen from time to time therefore it is good to be prepared and instruct students to keep calm and rejoin the meeting if their connection breaks.

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    TBL Methodology

    1. Should we grade the IRATs? If yes how should we do it?

    Most instructors will grade the IRAT however it should be noted that it is typically a low stakes formative assessment.

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    2. During online TBL sessions do you recommend everyone to share their videos? Is this also recommended while everyone is doing their IRATs?

    For the online TBL sessions, we recommend that everyone who can share their videos since it creates a more engaging environment. Especially during the team breakout sessions, we strongly recommend sharing the videos since it is a smaller group that aims to foster a discussion that everyone engages in. However, some instructors find it less distracting to not share the video in the plenary or during the IRAT.

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    3. How much time should we give the students to complete the IRAT and TRAT?

    For time on IRAT and TRAT, the rule of thumb is to give 1 minute per question plus an additional 5 minutes.

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    4. Are the recommended times for completing TRAT and IRAT about the same?

    Yes, the time required to complete them is about the same. It is recommended to give 1 minute per question plus an additional 5 minutes for each RAT.

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    5. Do all team members need to start TRAT?

    No, only the team reporter needs to start the TRAT. However, they should share their screen to help the rest of the team keep up with the questions. Alternatively, all members of the team can start the TRAT, however, only the team reporter will be able to submit answers. There is only one team reporter who is able to submit the questions to prevent group members from submitting answers by mistake without consulting the rest of the team.

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    6. How do you provide feedback to students on their application exercise?

    The feedback to the application exercise is usually provided in the plenary session. The instructor can go through the answers and potential questions of the teams one by one and start a discussion about the questions that need clarifications.

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    7. What is confidence-based testing?

    It is a method of IRAT testing where students have multiple points that they can distribute between the choices they have for an answer. It is also called point-spreading.

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    Technology (InteDashboard & video conferencing apps)

    1. Can you use a lockdown browser with the IRAT, TRAT?

    Yes, we have a lockdown browser integration that allows to lock down the screen. However, in online TBL it is hard to use it since it will create problems with the online conference tool.

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    2. Can we upload images into the questions?

    Yes, images, website links, etc. can be incorporated into questions as well as answers.

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    3. Can we assign the teams in advance?

    Teams can be preassigned in both zoom and InteDashboard if the exact number of participants is known before the session.

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    4. Can you import/export group rosters from Blackboard/Canvas into InteDashboard?

    Yes, it is possible to import/export group rosters if they are in excel and correctly formatted.

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    5. Do students have to work in two windows?

    Yes, that’s right. The students have to use an InteDashboard and a Zoom window.

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    6. Why should we use zoom and not another video conferencing tool?

    Breakout rooms are an important feature to facilitate TBL sessions online. Zoom provides the best experience with the breakout room function. Therefore, we recommend that you use zoom. However, any other video conferencing tool that has the breakout room function is suitable for TBL facilitation.

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    7. How do I learn the details about how to get a subscription for InteDashboard? Do schools have to get a subscription for the whole school?

    There are institutional as well as individual subscription options available. You can book a demo call with us to learn more about the product.

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    8. When you facilitate the discussion after the Application questions, how do you decide which groups to call on?

    There are different techniques used to choose which group will speak but one method can be to check who elaborated the most and start from that group to kickstart a discussion.

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    9. Is the option to have answers auto-submit when time runs out, an option that facilitators can turn on/off?

    We don't have that functionality as of now.

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    10. Can you upload images into the Application portion in InteDashboard?

    Yes, you can upload images into the applications.

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    11. Should we start TRAT when we finish the IRAT?

    No, please wait until everyone to finish the IRAT since we will start TRAT in teams. In a synchronous online TBL, it’s started by the professor after the individual activity is finished.

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    12. How do you see who the members of the group are while viewing the application answers?

    You can see the members of the group from InteDashboard while looking at the answers. It shows up alongside the answer.

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    13. How would you compare your product with Blackboard collaborate? Can you please compare the quiz feature of Blackboard Collaborate with the quiz feature of InteDashboard? What does InteDashboard provide that zoom does not have?

    Zoom, Adobe Connect & BB Collaborate are all video conferencing tools that are similar in functionality. Additionally, Blackboard collaborate has more "teaching and learning" features that Zoom and other video conferencing tools do not have. InteDashboard is a TBL platform that provides several functions that video conferencing tools are not able to provide. For example, Zoom and BB collaborate would not provide the instructors with immediate feedback or incremental scoring based on the number of attempts taken by teams to arrive at the correct answer.

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    14. Can the students do the TRATS on their own time without a faculty present?

    Yes, students can do the TRATs in their own time if the instructor chooses to have the activity asynchronously.

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    15. My concern is how students will use the excuse of "my computer kept dropping out of the system" for not participating. Do some systems have more difficulty in maintaining high-quality technical connections?

    Web conferencing systems have become better but bandwidth can be a challenge depending on where your participants access. In the case that the connection seems weak we suggest that you take the communication down from video (high bandwidth) to text chat (low bandwidth). It is important to note that a fair amount of "prepping" the online students for the technology woes they may experience and how to respond to them when they occur will be involved in this process. We believe that the majority of students want to participate and the more we (as educators) help them deal with the tech issues, the more comfortable they'll feel.

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    16. In a regular semester class, are the sessions typically run synchronously or asynchronously?

    Of our customer base, 80% use TBL in an in-person setting. Of the remaining 20% who use online TBL, 10% choose to do it synchronously while 10% prefer to do it asynchronously. Some instructors choose to do the first weeks synchronously which helps the groups bond and understand TBL then they do the rest of the activities asynchronously. If it is hard for everyone to do it at the same time then the asynchronous setting is more suitable to use.

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    17. How does integration with BB, canvas work?

    Integration with BB and Canvas is available. This integration lets you access InteDashboard from BB and Canvas without having to log in again. It is also possible to download the grades from InteDashboard as an excel or CSV document. This way you can apply it to any kind of grading practice easily. The feedback we received from our customers suggests that everyone uses different methods of grading therefore we are not looking into working on a tool that will help with grading in the short term - grade weights

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    18. Can you get the license for just one class?

    If an individual professor wants to get InteDashboard for their class it is possible to do so. There is also a student paid version available in such cases. For the instructors in the US who want to use the student paid version, an ISBN number is also available for students who are on financial aid. So, it can be assigned as course material.

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    19. Can we teach with just InteDashboard without using Canvas or BB?

    You can do it via using prework slides that are distributed through email etc. Or a slideshow through zoom. However, most of our customers find it easier to use InteDashboard together with platforms such as Canvas or BB.

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    20. Does InteDashboard support physical and chemical symbols?

    Yes, we have a latex editor that has the necessary notations for such classes.

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    21. How do you create application exercises for mathematics, especially when the students need to show their work in the answer?

    Students can add images as answers therefore it is a possibility for them to work on paper and show their work by uploading a picture of it. Zoom also has a whiteboard function that lets members of a group write on the same page at the same time to foster collaboration.

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    22. Can we limit the number of attempts for IRAT and TRAT?

    For the IRAT there is only one attempt allowed. For the TRAT it is possible to limit the attempts by giving 0 points after the first attempt.

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    23. During the application we can create free-response questions. Is it possible to create open-ended questions in IRATs and TRATs?

    For IRATs and TRATs it is important to be able to provide immediate feedback therefore they can only be constructed as multiple-choice questions.

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    24. Can students see which questions they got wrong at the end of the IRAT?

    Inside the IRAT there are different visibility settings so you can allow them to see their scores after they complete the TRAT. It is not recommended to show students the right answers before TRAT since the TRAT has the same questions as the IRAT.

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    25. Can I have questions with multiple correct answers in IRATs and TRATs?

    You can only have MCQ’s with one correct answer in IRATs and TRATs because of the need to provide immediate feedback.

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    26. In the case that we realize a problem in the answers of IRAT after applying it, is there a way to fix the TRAT without losing the data?

    If you detect a problem in the IRAT upon applying it and want to fix the issue before you apply the related TRAT it is possible to do so. You can create a separate activity for the TRAT and upload the questions with the correct answers to this TRAT. Then you can publish it for students to take instead of the previously published version.

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    27. Is it possible to set times for specific questions?

    We currently do not have that feature.

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    28. Is it possible to set different times for IRAT and TRAT when creating them together?

    It is possible to set different timings for each activity.

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    29. When can the instructors see the statistics regarding the IRATs and TRATs and how can they share this information with the students?

    Instructors get the statistics immediately and they can share this data via sharing their screens.

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    30. When choosing teams to help other teams with clarifications of the answers, can we assign which team will provide the answer before the activity is over?

    What generally helps is to go to a break after finishing the TRAT because it is good to give the teams some time for reflections. What usually happens is that in this time group members find the time to explain the answers to each other. This makes it easier while going through the clarifications. During this break time, the instructor can have enough time to assign teams for clarifications since they will be able to see which team did a good job with each question.

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    31. Sometimes a case is used for multiple application questions and the students need to access the case while addressing the multiple questions linked to that case. How do we provide the case alongside the questions?

    There is an option to provide instructions for the questions. You can put the case in there and it can be accessible during all the questions.

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    32. What if the class has multiple case studies?

    One way to handle this problem is to set up the different cases as different application exercises. Another way to go is to upload the relevant case as an attachment to every single question.

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    33. If I set up different application exercises will the grades from them come separately or is there a way to combine them?

    When you export the grades, you get the grades separately per exercise. Therefore, if you create different application exercises you will have to combine them manually.

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    34. Do all the questions in one application have to be in the same style (Multiple choice, free answer etc.)?

    They can be different.

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    Online TBL Best Practices

    1. Do you suggest having more than one host to run a TBL with a large group?

    We recognize that five roles need to be thought about to conduct effective TBL sessions:

    1. Web conference host
    2. TBL system (or LMS) coordinator
    3. Facilitator
    4. Subject matter expert
    5. Project manager

    For smaller classes or teacher and students familiar with online TBL, one educator can take on all these roles. However, for educators or students new to online TBL it may help to have an additional person to coordinate the web conference tool and can address any technical issues.

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    2. Is there a way for the facilitators to go into the breakout rooms to see how the students are doing without interrupting them?

    The main host can move between breakout rooms, without interrupting the flow.

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    3. Do you ever have several people trying to 'take over' as reporter? How can we manage that?

    In the past, more than one person could respond on behalf of the team but that caused a lot of issues because people would accidentally click and answer for the whole group without consulting them. Then we updated our software to prevent this from happening and now only the team reporter can submit answers for questions. People don’t usually fight about being a team reporter but in the case that this happens the team reporter can be changed every question if the group wishes to do that.

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    4. How do we assign the groups in a balanced manner?

    Teams should be assigned based on the diversity of background. Diversity can mean different things in different activity settings. In a workshop where different instructors are attending the groups can be determined according to the fields of the attendees. In a classroom full of students who are studying the same subject diversity can mean their readiness to the class. A pre-class survey can also be used to measure the readiness of students and can be a determining factor while assigning teams.

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    5. Why should we have a smaller number of people in the teams in online TBL?

    Smaller teams have several advantages in an online setting. Smaller teams are more suitable to allow for better time schedule coordination. Accountability, an important factor, increases as the number of team members get reduced. We suggest that the number of students in a team should be kept at 3-4.

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    6. Do the students get a time limit for the IRAT and the TRAT in an asynchronous setting?

    In an asynchronous setting 20 minutes are given for IRAT once the students start. For TRAT they have the whole 48 hours to do it. To give them the flexibility to synchronize their timetables.

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    7. How can we allocate the points students get from different parts of TBL such as applications, peer evaluations, IRAT, TRAT?

    We see a lot of different approaches when it comes to grading and instructors are free to grade the material in the way they see fit.

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    8. It seems like online education requires more prework. Is it true?

    The answer to this question depends on the institution and the field. However normally it can be said that the classroom is an important part of the material that is passed down to the students. Therefore, it is harder for students to get the same experience without a real classroom setting without increasing the amount of preparation.

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    9. On the asynchronous set up how do the students discuss when to take the TRAT? Is there a discussion board?

    We do not have a tool to do that within InteDashboard. However, we observed that most students use messaging apps such as WhatsApp or Facebook messenger to coordinate their meeting times.

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    10. If the setting is asynchronous is it possible to assign different groups different times for the TRAT and application exercises?

    No, it is not possible to do that. However, you can give people a longer window to cover some of the interactive activities.

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    11. How many breakout rooms a facilitator can manage?

    The number of breakout rooms a class can have is limited by the number of breakout rooms the video conferencing tool allows. Therefore, it can be done with a wide variety of sizes of classrooms. However, it is easier to facilitate when there is a lesser number of students.

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    12. Is there a recommended maximum number of students?

    Online TBL classes are mostly capped at 30-40. However, this does not mean more students are not manageable. Assigning the teams can be tedious as the number of students increases and the way the instructor facilitates the session can change since more people are harder to manage. Therefore, we recommend having more than one facilitators in a session if the number of students is more than 50.

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    13. How often should peer evaluations be done?

    There is no definite way of doing peer evaluations however we have observed various practices that are commonly used by the instructors. If the class is synchronous it is good to have peer evaluations every couple of weeks. If the setting is asynchronous we observed that some instructors assign activities on a weekly basis and turn it into a cycle. Therefore, peer evaluation is applied as a part of this cycle once every 3- 4 weeks. At the end of the day, the frequency of the peer evaluations depends on what your students need. If the teams are performing well there may be fewer peer evaluations needed if they are not performing well then it might be a good idea to apply more peer evaluations to keep them on track.

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    14. What are the advantages and disadvantages of synchronous and asynchronous TBL?

    The synchronous setting closely mimics the in-person TBL method and we see that the students prefer this setting because they get to interact with more people. In terms of workload for faculty, synchronous TBL requires a high workload at a certain time but asynchronous TBL may require the faculty to be answering questions that come at different times of the week continuously. In this arrangement, you may also answer the same question over and over again. In the synchronous setting is also easier to address the problems in the questions quickly. The strongest advantage of using asynchronous TBL is if it is impossible for the students to be available at the same time, it allows you to still have the TBL experience in your course. However, if you can ensure that people can join the class at the same time then the synchronous setting provides a better experience.

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    15. In the case that someone needs a make-up IRAT, how can we create that?

    It is possible to provide an extra IRAT for the students who miss the first one. You can create that by making a copy of the same exercise and publishing it with a password. You can give the password only to the students who need to take the extra IRAT so that the other students in the class will not have access to this make-up IRAT.

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    Team-Based Learning in Online Modality

    We have recorded and answered several frequently asked questions from our customers and workshops. Here’s what TBL educators are asking about online TBL.

    1. What is a synchronous online Team-Based Learning class setting?

    Synchronous online TBL is a modality where the educator and the learners are not physically co-located, however they are virtually connected through web-based video or non-video conference at the same time. Typically, learners and educators connect online at specific periods each week.

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    2. What are the technological requirements for conducting TBL online?

    1. Web conferencing software with capability for team breakout rooms
    2. A TBL software
    3. Laptop, computer, smartphone or tablet with a stable internet connection 

    The online session typically connects learners using web video conferencing software and a TBL system, such as InteDashboard. A key criterion for the software is the ability to break participants into teams. Tools such as BigBlueButton ( Blackboard Collaborate and Zoom ( have this capability.

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    3. What information do you need to provide to students before conducting your first online TBL class?

    Provide your students with basic course requirements and curricular content, which includes:

    • Understanding of the core course content
    • Overview of the course objectives and learning objectives for each course module
    • Brief description of the learning activities associated with completing the course successfully

    Provide your students' answers about the basic technological requirements: 

    • What is the time and effort it takes to successfully complete an online course?
    • What are the technical skills required to function successfully in an online course?
    • How can I obtain access to software and hardware required for participation in an online course?
    • How can I obtain the capacity to achieve effective communication with the instructor?
    • How will I gain the ability to achieve effective communication with fellow students?
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    4. How many students can I teach in my class in an online environment?

    You can as many students you want on InteDashboard. Zoom allows you to add a maximum of 300 participants for a module. But ideally what we have seen is that it is easier to manage class size up to 100 students in an online environment. Online TBL is easy to implement with a batch size of fewer than 50 students. But we have educators who use it for the batch size of up to 100 students. The only cumbersome part is to create breakout rooms on Zoom.

    Some institutions limit their online classes to sections of 30 or 40 students to create a more engaging environment.

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    5. What is the ideal team size for the online TBL environment?

    What we and many other educators have found is that the ideal team size should be 3-4 to promote engagement and discussion during team activities and build team cohesion.  This is smaller than an in-person TBL modality where 5-7 is more common.

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    6. Can I use my learning management system to conduct IRAT and TRAT

    You can use various tools to conduct IRAT as it is an individual assignment and easier to manage. But for TRAT, a TBL software such as InteDashboard allows teams to submit answer responses and provides immediate feedback. It automatically grades teams based on the number of attempts taken to arrive at the right answer. Also, teams can submit clarification requests electronically and the educators receive them in real-time.

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    7. What factors do you need to keep in mind when choosing a web conferencing system?

    A comparison of the technical qualities of the systems such as Zoom or Blackboard Collaborate is important. Some concerns that educators have is how students will use the excuse of "my computer kept dropping out of the system" for not participating. Do some systems have more difficulty in maintaining high-quality technical connections?

    What we and other educators have found is that high-availability systems are paramount for a good online experience for everyone involved. 

    Web conferencing systems have become better, but bandwidth can be a challenge depending on where your participants access it. Some educators tend to take communication down from video (high bandwidth) to text chat (low bandwidth - that is if the connection is poor degrade to text chat. Text chat can be quite practical especially for people on smartphones

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    8. How does InteDashboard compare on IRAT and TRAT feature with the quiz feature of Blackboard Collaborate or Zoom Poll Analytics?

    • Zoom and Blackboard Collaborate do not provide immediate feedback on TRAT. InteDashboard provides immediate feedback to the teams.
    • Blackboard Collaborate quizzes do not provide incremental scoring. Educators find it difficult with quiz functions generally to get points for first, second, third attempts in the TRAT. On InteDashboard, the teams get automatically graded on the number of attempts to get to the right answer (incremental scoring)
    • It would be harder to aggregate the results and submit these clarification requests per question in Blackboard Collaborate and Zoom. Clarification requests can be easily submitted electronically on InteDashboard and educators can analyze those requests in real-time.
    • Zoom has polls but you don't get the analytics. If you use the RATs for summative assessment you need individual results e.g. in a grade book type function, which you can easily get on InteDashboard
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    9. What are the various video conferencing tools that can be used for online TBL?

    Zoom, Adobe Connect & Blackboard Collaborate.  Not all web conferencing tools have breakout rooms functionality. Zoom has breakout room functionality.

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    10. Can students do the TRATS on their own time without a faculty present?

    Yes, Teams can do TRATs on their own time, if the educator sets up the TRAT asynchronously on InteDashboard.

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    11. How much time would it take to get a TBL system up and running?

    InteDashboard can easily be integrated with your existing LMS. It just requires a plug-in that can be set up in minutes, allowing educators and students to sign in from within their LMS. Essentially, a TBL system can be up and running in minutes. However, it will take educators some time to set up their course content and question bank to the InteDashboard system.

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    12. How many people do I need on the backend to conduct TBL classes online effectively?

    We recognize that five roles need to be thought about to conduct effective TBL sessions:

    1. Web conference host
    2. TBL system (or LMS) coordinator
    3. Facilitator
    4. Subject matter expert
    5. Project manager

    For smaller classes or teacher and students familiar with online TBL, one educator can take on all these roles.  However, for educators or students new to online TBL it may help to have an additional person to coordinate the web conference tool and can address any technical issues.

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    13. Can InteDashboard be integrated with Zoom or any other web conferencing application?

    Yes, InteDashboard can be integrated with Zoom allowing you to invite all your students to join for the online TBL session.

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    14. How often should I conduct peer evaluation? Does InteDashboard allow to set up peer evaluation for students and teams?

    We typically see more frequent peer evaluation in online TBL (generally every few weeks).  This can be done with InteDashboard.

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    Hear What Our Customers Say

    Dr. Julie M Estis

    Dr. Julie M Estis

    University of South Alabama

    Associate Professor, Speech Pathology
    TBLC President-elect

    Outstanding tool for face-to-face, web-blended and fully online TBL courses! We’ve been using InteDashboard across several TBL classes at the University of South Alabama and are consistently impressed with the tool as well as the exceptional support from the team. We look forward to increasing utilization of InteDashboard through our campus-wide project.

    dr sandy cook

    Dr. Sandy Cook

    Duke-National University of Singapore Medical School

    Senior Associate Dean, Education, Medicine
    TBL Consultant

    The administrative challenges behind TBL are often viewed as a major barrier to effective implementation. InteDashboard is the only technological solution that puts it all together, allowing the faculty to focus on creating the learning environment- not fumbling with papers, grading and pulling data from different sources.


    Dr. John Chapman

    Southern Virginia University

    Assistant Professor, Business

    I’m convinced, and I’ve done a fair amount of looking over the past few years to identify an online quizzing/ survey tool that allows for individual question submission and real-time feedback (especially for the TRAT). Intedashboard really is the premier solution in this category. Bar none. Hands down.

    Jennifer Styron

    Dr. Jennifer Styron

    Eastern Virginia Medical School

    Assistant Professor, Medicine
    TBL Consultant

    Ability to get real-time data on RAT test items during teaching and save this information (i.e. scores on assessments) has made the tool an essential element to my everyday online teaching.


    Dr. Judy Currey

    Deakin University

    Professor, Nursing
    TBL Consultant

    I love having real time access to my students performance data and knowing exactly what concepts have or haven’t been understood while they complete their IRATs and TRATs! InteDashboard has significantly enhanced the ease and effectiveness with which I prepare for, and teach in, my TBL classes at Deakin.


    Dr. Tom DeWitt

    Michigan State University

    Professor, Business

    Overall, I’ve been really pleased with how InteDashboard has elevated the ability to engage students in Team-Based learning.


    Victor Holmes

    University of North Texas Health Science Center

    Assistant Professor, Medicine

    The InteDashboard platform is unique in what it offers for educators and learners. The ability to interact, work with the quizzes easily, and general functionality of the program are key features not to miss. I have been able to create a more experiential learning environment allowing learners to immediately dive into experiences that simulate real clinical challenges.


    Dr. Sarada Harichand Bulchand

    Duke-National University of Singapore Medical School

    Lead Associate, Medicine

    InteDashboard is a fantastic and very useful platform to conduct classes in a team-based learning setting, probably because it has all the features that team-based learning requires. The features on InteDashboard are so nuanced that they help in enhancing the learning of students, which is the core objective that the educators try to achieve from TBL methodology.

    Matthew Robson_Macquarie

    Matthew Robson

    Macquarie University

    Senior Learning Designer, Instructional Design

    The feature which we find most valuable is the automated grading and item analysis dashboards. They effectively provide staff and students within information that help inform what the clarification session should address. Also, The InteDashboard team provides great support. The team has been responsive to our feedback when we have asked for a possible enhancement to their tool in the past!


    Dr. Chitra Pai

    Touro University

    College of Osteopathic Medicine

    Professor, Basic Sciences

    The support staff was prompt when we were in the initial phase of integrating it into Canvas. It provided the benefits of graded iRAT and tRAT and was really a seamless way to provide active learning in an online environment.


    Tanya Bomsta

    The Ohio State University

    College of Pharmacy

    Curriculum Project Manager, Educational Innovation & Scholarship

    Tech support is great, the software is easy to use and learn, online TBL is awesome (and helpful in this time of the pandemic), and the ability for easy peer review is stellar.


    Dr. Grady Campbell

    Nova Southeastern University

    Professor, Medical Education

    Student evaluations were higher the semester we used InteDashboard than the previous semesters we held TBL in in-person setting.


    Russell Marcus

    Hamilton College

    Department Chair & Associate Professor, Philosophy

    The great advantage of InteDashboard is that it is a single platform for RATs, peer evaluation, and 4S activities.


    Hillel W. Cohen, PhD

    Albert Einstein College of Medicine

    Professor, Epidemiology & Population Health (Epidemiology)

    Associate Director of Curriculum, Clinical Research Training Program

    InteDashboard allowed a seamless transition from paper-pencil response forms to electronic response.


    Dr. Gemma Quinn

    University of Bradford

    Senior Lecturer, Clinical Pharmacy
    ETBLC Board

    It's changed the way we do TBL and allowed us to do it effectively online.


    Michael E. Woods, PhD

    Burrell College of Osteopathic Medicine

    Associate Professor, Physiology & Pathology

    InteDashboard gives me the ability to run online TBLs with ease. The interface is intuitive for faculty and students and matches what we would have done in the classroom.


    Paul Mcdermott

    University of East Anglia

    School of Pharmacy

    Senior Lecturer, Medicinal Chemistry

    I have recommended the product to many people already. It is a very versatile product with features that can be applied across a wide range of pedagogies. I have presented this tool to my school not just as a TBL tool but also a way to collect and analyse MCQ data and as a way to facilitate group learning and peer evaluation.

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