This study presents new ways of visualising technology-enhanced collaborative inquiry-based learning (CIBL) processes in an undergraduate physics course. The data included screen-capture videos from a technology-enhanced learning environment and audio recordings of discussions between students. We performed a thematic analysis based on the phases of inquiry-based learning (IBL). The thematic analysis was complemented by a content analysis, in which we analysed whether the utilisation of technological tools was on a deep-level, surface-level, or non-existent basis. Student participation was measured in terms of frequency of contributions as well as in terms of impact. We visualised the sequence of the face-to-face interactions of two groups of five students by focussing on the temporal aspects of IBL, technology enhancement and collaborative learning. First, instead of the amount of time the groups spent on a specific IBL phase, the between-group differences in the most frequent transitions between the IBL phases determined their differential progress in the CIBL process. Second, we found that the transitions were triggered by the groups' ways of utilising technological tools either at the deep level or at the surface level. Finally, we found that the level of participation inequity remained stable throughout the CIBL process. As a result, only some of the members of the groups played a role in the most frequent transitions. Furthermore, this study reveals the need for scaffolds focussing on inquiry, technological and collaborative skills at the beginning of the learning process.