Understanding Student Learning Pathways in Traditional Online History Courses: Utilizing Process Mining Analysis on Clickstream Data

Autor/inn/en	Crosslin, Matt; Breuer, Kimberly; Milikic, Nikola; Dellinger, Justin T.
Titel	Understanding Student Learning Pathways in Traditional Online History Courses: Utilizing Process Mining Analysis on Clickstream Data
Quelle	In: Journal of Research in Innovative Teaching & Learning, 14 (2021) 3, S.399-414 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Crosslin, Matt)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-1017
DOI	10.1108/JRIT-03-2021-0024
Schlagwörter	Online Courses; History Instruction; Learning Processes; Student Centered Learning; Independent Study; Peer Relationship; Computer Mediated Communication; Decision Making; Interaction Process Analysis; Learning Strategies; Learning Analytics; State Universities; Integrated Learning Systems; Undergraduate Students + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; History lessons; Geschichtsunterricht; Learning process; Lernprozess; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Selbststudium; Peer-Beziehungen; Computerkonferenz; Decision-making; Entscheidungsfindung; Prozessanalyse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Staatliche Universität
Abstract	Purpose: This study explores ongoing research into self-mapped learning pathways that students utilize to move through a course when given two modalities to choose from: one that is instructor-led and one that is student-directed. Design/methodology/approach: Process mining analysis was utilized to examine and cluster clickstream data from an online college-level History course designed with dual modality choices. This paper examines some of the results from different approaches to clustering the available data. Findings: By examining how often students interacted with others, whether they were more internal or external facing with their pathway choices, and whether or not they completed a learning pathway, this study identified five general tactics from the data: Individualistic Internal; Non-completing Internal; Completing, Interactive Internal; Completing, Interactive, and Reflective and Completing External. Further analysis of when students used each tactic led to the identification of four different strategies that learners utilized during class sessions. Practical implications: The results of this analysis could potentially lead to the creation of customizable design models that can assist learners as they navigate modality choices in learner-centered or less-structured learning design methodologies. Originality/value: Few courses are designed to give the learners the options to follow the instructor or create their own learning pathway. Knowing how to identify what choices a learner might take in these scenarios is even less explored. Preliminary data for this paper was originally presented as a poster session at the Learning Analytics and Knowledge conference in 2019. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01