Opening the Black Box of Students' Text-Learning Processes: A Process Mining Perspective

Autor/inn/en	Rogiers, Amelie; Merchie, Emmelien; van Keer, Hilde
Titel	Opening the Black Box of Students' Text-Learning Processes: A Process Mining Perspective
Quelle	In: Frontline Learning Research, 8 (2020) 3, S.40-62 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2295-3159
Schlagwörter	Secondary School Students; Learning Strategies; Protocol Analysis; Research Methodology; Data Analysis; Learning Processes; Information Retrieval; Time; Student Behavior; Incidence; Grade 7; Grade 8; Foreign Countries; Verbal Communication; Prior Learning; Cognitive Processes; Metacognition; Belgium + Suchen Sie Ihr Suchwort? Sekundarschüler; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Research method; Forschungsmethode; Auswertung; Learning process; Lernprozess; Zeit; Student behaviour; Schülerverhalten; Vorkommen; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Vorkenntnisse; Cognitive process; Kognitiver Prozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Belgien
Abstract	The current study uncovers secondary school students' actual use of text-learning strategies during an individual learning task by means of a concurrent self-reported thinking aloud procedure. Think-aloud data of 51 participants with different learning strategy profiles, distinguished based on a retrospective self-report questionnaire (i.e., 15 integrated strategy users, 15 information organizers, 10 mental learners, and 11 limited strategy users), were analysed by means of educational process mining. Both the frequency of students' strategy use, as well as the temporal patterns between these strategies were studied. The process mining results clearly demonstrated differences between the strategy profiles with respect to the frequency of their applied strategies, as well as concerning the temporal sequences wherein strategies were applied throughout the course of students' text-learning process. The added value of combining both retrospective and concurrent self-report measures of students' strategies as well as conducting process mining analysis is discussed. (As Provided).
Anmerkungen	European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info@frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01