Undergraduate Students’ Critical Online Reasoning—Process Mining Analysis

Publikationstyp:
Zeitschriftenaufsatz
Metadaten:
Abstract
<jats:p>To successfully learn using open Internet resources, students must be able to<jats:italic>critically search, evaluate and select online information</jats:italic>, and<jats:italic>verify sources.</jats:italic>Defined as critical online reasoning (COR), this construct is operationalized on two levels in our study: (1) the<jats:italic>student level</jats:italic>using the newly developed Critical Online Reasoning Assessment (CORA), and (2) the<jats:italic>online information processing level</jats:italic>using event log data, including gaze durations and fixations. The written responses of 32 students for one CORA task were scored by three independent raters. The resulting score was operationalized as “task performance,” whereas the gaze fixations and durations were defined as indicators of “process performance.” Following a person-oriented approach, we conducted a process mining (PM) analysis, as well as a latent class analysis (LCA) to test whether—following the dual-process theory—the undergraduates could be distinguished into two groups based on both their process and task performance. Using PM, the process performance of all 32 students was visualized and compared, indicating two distinct response process patterns. One group of students (11), defined as “strategic information processers,” processed online information more comprehensively, as well as more efficiently, which was also reflected in their higher task scores. In contrast, the distributions of the process performance variables for the other group (21), defined as “avoidance information processers,” indicated a poorer process performance, which was also reflected in their lower task scores. In the LCA, where two student groups were empirically distinguished by combining the process performance indicators and the task score as a joint discriminant criterion, we confirmed these two COR profiles, which were reflected in high vs. low process and task performances. The estimated parameters indicated that high-performing students were significantly more efficient at conducting strategic information processing, as reflected in their higher process performance. These findings are so far based on quantitative analyses using event log data. To enable a more differentiated analysis of students’ visual attention dynamics, more in-depth qualitative research of the identified student profiles in terms of COR will be required.</jats:p>
Autoren
  • Susanne Schmidt
  • Olga Zlatkin-Troitschanskaia
  • Jochen Roeper
  • Verena Klose
  • Maruschka Weber
  • Ann-Kathrin Bültmann
  • Sebastian Brückner
DOI
10.3389/fpsyg.2020.576273
eISSN
1664-1078
Zeitschrift
Frontiers in Psychology
Online publication date
2020
Status
Published online
Herausgeber
Frontiers Media SA
Herausgeber URL
http://dx.doi.org/10.3389/fpsyg.2020.576273
Datum der Datenerfassung
2023
Titel
Undergraduate Students’ Critical Online Reasoning—Process Mining Analysis
Ausgabe der Zeitschrift
11

Datenquelle: Crossref

Andere Metadatenquellen:
Author's licence
CC-BY
Autoren
  • Susanne Schmidt
  • Olga Zlatkin-Troitschanskaia
  • Jochen Roeper
  • Verena Klose
  • Maruschka Weber
  • Ann-Kathrin Bültmann
  • Sebastian Brückner
Hosting institution
Universitätsbibliothek Mainz
Sammlungen
  • JGU-Publikationen
Resource version
Published version
DOI
10.3389/fpsyg.2020.576273
Funding acknowledgements
  • DFG, Open Access-Publizieren Universität Mainz / Universitätsmedizin Mainz
File(s) embargoed
false
Open access
true
ISSN
1664-1078
Zeitschrift
Frontiers in psychology
Schlüsselwörter
  • 150 Psychologie
  • 150 Psychology
  • 370 Erziehung
  • 370 Education
Sprache
eng
Open access status
Open Access
Paginierung
576273
Datum der Veröffentlichung
2020
Public URL
https://openscience.ub.uni-mainz.de/handle/20.500.12030/5619
Herausgeber
Frontiers Research Foundation
Herausgeber URL
https://doi.org/10.3389/fpsyg.2020.576273
Datum der Datenerfassung
2021
Datum, an dem der Datensatz öffentlich gemacht wurde
2021
Zugang
Public
Titel
Undergraduate students’ critical online reasoning : process mining analysis
Ausgabe der Zeitschrift
11

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schmidt_susanne-undergraduate_-20210201114509182.pdf

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