Student outcomes improve when they are active engaged in class, construct their own understanding of key concepts, and interact with peers. For example, in Process Oriented Guided Inquiry Learning (POGIL), student teams work on activities that guide them to develop concepts and skills. However, instructors can find it difficult to monitor and support such learning, particularly in large, hybrid, or virtual settings. This paper presents some initial analysis of data from a web platform to support POGIL-like learning, used by over 500 student teams in the last 4 years. It collects all team responses to activity questions. For example, a 20-question activity with 50 teams yields over 1000 responses. Response times range from a few seconds to a few minutes. This data can help instructors to monitor class progress, address struggling teams or confusing questions, and identify problems in the activity. This data can help researchers better understand learning processes, how teams work and why some teams work faster than others. This paper describes our initial analysis of data from the platform, focused on the correctness and timing of student responses. In general, analysis finds that response correctness and timing are consistent with expectations for POGIL activities. However, analysis can also identify questions that don’t match expectations and might benefit from revision.