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In this paper, we analyze video recordings of students working on tutorials in Zoom breakout rooms in an upper-division quantum mechanics course. We investigate group behaviors in this virtual environment, including the effects of instructor presence. To this end, we modify the Color Frames coding scheme introduced by Scherr to suit the virtual nature of the interactions. By broadening the frames and allowing for multiple overlapping frames, we are able to describe some group behaviors not otherwise captured. For example, in some instances, students take on an authoritative role in the group, and in other instances, groups engage in overtly casual behavior while nonetheless having on-topic discussions. We observe significant variation in how much time each group spends in each frame, but find that all groups spend some time in all frames. Instructors can be present without dominating or eliminating discussion between students, and their presence need not significantly impact the time students spent in an "informal/friendly'' frame. However, instructor presence significantly reduces time spent working individually. Our findings will support additional research into the dynamics of student discussions during tutorials and aid ongoing development of online tutorials that can, e.g., be assigned for use outside of class. 

Changing basis is a common task when solving quantum mechanical problems. As part of a research project investigating student understanding of basis and change of basis in quantum mechanics, we developed a tutorial to support students in learning about basis in the context of spin-1/2 systems. We have since created an interactive online version of the basis tutorial as part of a freely available suite of online quantum tutorials called ACE Physics (https://acephysics.net). The ACE Physics tutorials include dynamic guidance elements and, unlike other tutorials, are intended for use outside the classroom without instructor facilitation. After extensive study in an instructor-supported environment, we assigned the ACE Physics basis tutorial as homework in two semesters of upper-division quantum mechanics, and we report on the effectiveness of the activity based on pre-/post-testing and comparison of student exam performance with a similar semester that did not include the activity. We find that the tutorial produces sufficient learning gains to justify continued assignment as a homework problem in our classes.