Abstract
The evaluation of collaborative learning is often difficult and time-consuming. As a consequence, teachers’ assessment of collaboration is mostly summative and focused on cognitive outcomes. Based on data that was gathered from a project-based, unscripted course, collaboration was evaluated using social network analysis and qualitative data analysis. In order to support teachers in monitoring of students’ activities and enable them to give formative feedback on the collaborative process, this article introduces how fuzzy set qualitative comparative analysis (fsQCA) can be used to derive meaningful indicators. As a result, indices have been derived that can be used to point teachers to groups that experience problems in collaboration.
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