A1 Journal article (refereed)
The potential of temporal analysis : Combining log data and lag sequential analysis to investigate temporal differences between scaffolded and non-scaffolded group inquiry-based learning processes (2020)

Lämsä, J., Hämäläinen, R., Koskinen, P., Viiri, J., & Mannonen, J. (2020). The potential of temporal analysis : Combining log data and lag sequential analysis to investigate temporal differences between scaffolded and non-scaffolded group inquiry-based learning processes. Computers and Education, 143, Article 103674. https://doi.org/10.1016/j.compedu.2019.103674

JYU authors or editors

Publication details

All authors or editors: Lämsä, Joni; Hämäläinen, Raija; Koskinen, Pekka; Viiri, Jouni; Mannonen, Joonas

Journal or series: Computers and Education

ISSN: 0360-1315

eISSN: 1873-782X

Publication year: 2020

Volume: 143

Article number: 103674

Publisher: Elsevier

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1016/j.compedu.2019.103674

Publication open access: Not open

Publication channel open access: 

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/65437

Abstract

This paper contributes to the ongoing discussion about analysing the temporal aspects of learning processes in the educational technology research field. Our main aim was to advance methods for analysing temporal aspects of technology-enhanced learning (TEL) processes by introducing the temporal lag sequential analysis (TLSA) technique and by combining TLSA with temporal log data analysis (TLDA). Our secondary aim was to illustrate the potential of these two analysis techniques to reveal the differences between the face-to-face technology-enhanced collaborative inquiry-based learning (CIBL) processes of three different conditions (non-scaffolded, writing scaffolded and script scaffolded groups). The study involved undergraduate university students (N = 231) in natural sciences. The TLDA was based on timestamps and groups' inputs into a TEL environment, and it focused on the groups' temporal ways of using technological resources. The TLSA was based on screen capture videos and audio recordings of the groups' CIBL processes, and it focused on the inquiry-based learning (IBL) transition patterns (i.e. the transitions between the different IBL phases) discovered by lag sequential analysis and demonstrated by how the IBL transition patterns temporarily emerged. The TLDA findings demonstrated temporal differences regarding how the groups in the different conditions used the available technological resources. The TLSA findings revealed three temporarily distinct IBL transition pattern clusters whose content and temporal emergence varied depending on the condition. Parallel temporal analysis of the log data and the IBL transition patterns indicated that the use of the technological resources temporarily mediated IBL transition patterns. Specifically, we found advantages similar to those of asynchronous online discussions (think before acting) when face-to-face interaction was enhanced with the writing scaffold. The article concludes with a general discussion of the necessity and potential of temporal analysis.

Keywords: studies in an institution of higher education; collaborative learning; computer-assisted learning; learning process

Free keywords: lag sequential analysis; technology-enhanced inquiry; cooperative/collaborative learning; scaffolding; postsecondary education; Computer-Supported Collaborative Learning; Intelligent Tutoring Systems; Moodle

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Ministry reporting: Yes

VIRTA submission year: 2020

JUFO rating: 3