| Title: |
Understanding Student Learning Pathways in Traditional Online History Courses: Utilizing Process Mining Analysis on Clickstream Data |
| Language: |
English |
| Authors: |
Crosslin, Matt (ORCID 0000-0003-0107-7715); Breuer, Kimberly; Milikic, Nikola; Dellinger, Justin T. |
| Source: |
Journal of Research in Innovative Teaching & Learning. 2021 14(3):399-414. |
| Availability: |
Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: |
Y |
| Page Count: |
16 |
| Publication Date: |
2021 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
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 |
| DOI: |
10.1108/JRIT-03-2021-0024 |
| ISSN: |
1947-1017 |
| 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. |
| Abstractor: |
As Provided |
| Entry Date: |
2022 |
| Accession Number: |
EJ1334536 |
| Database: |
ERIC |