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

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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
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  Data: Understanding Student Learning Pathways in Traditional Online History Courses: Utilizing Process Mining Analysis on Clickstream Data
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  Data: <searchLink fieldCode="AR" term="%22Crosslin%2C+Matt%22">Crosslin, Matt</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0107-7715">0000-0003-0107-7715</externalLink>)<br /><searchLink fieldCode="AR" term="%22Breuer%2C+Kimberly%22">Breuer, Kimberly</searchLink><br /><searchLink fieldCode="AR" term="%22Milikic%2C+Nikola%22">Milikic, Nikola</searchLink><br /><searchLink fieldCode="AR" term="%22Dellinger%2C+Justin+T%2E%22">Dellinger, Justin T.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Innovative+Teaching+%26+Learning%22"><i>Journal of Research in Innovative Teaching & Learning</i></searchLink>. 2021 14(3):399-414.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22History+Instruction%22">History Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Centered+Learning%22">Student Centered Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction+Process+Analysis%22">Interaction Process Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Analytics%22">Learning Analytics</searchLink><br /><searchLink fieldCode="DE" term="%22State+Universities%22">State Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Integrated+Learning+Systems%22">Integrated Learning Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink>
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  Data: 10.1108/JRIT-03-2021-0024
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  Data: 1947-1017
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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        Value: 10.1108/JRIT-03-2021-0024
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 399
    Subjects:
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: History Instruction
        Type: general
      – SubjectFull: Learning Processes
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      – SubjectFull: Student Centered Learning
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      – SubjectFull: Independent Study
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      – SubjectFull: Peer Relationship
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      – SubjectFull: Decision Making
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      – SubjectFull: Interaction Process Analysis
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      – SubjectFull: Learning Strategies
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      – SubjectFull: Integrated Learning Systems
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      – SubjectFull: Undergraduate Students
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      – TitleFull: Understanding Student Learning Pathways in Traditional Online History Courses: Utilizing Process Mining Analysis on Clickstream Data
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