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dc.contributor.authorLämsä, Joni
dc.contributor.authorHämäläinen, Raija
dc.contributor.authorKoskinen, Pekka
dc.contributor.authorViiri, Jouni
dc.contributor.authorMannonen, Joonas
dc.date.accessioned2019-09-06T06:34:50Z
dc.date.available2019-09-06T06:34:50Z
dc.date.issued2020
dc.identifier.citationLämsä, 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. <i>Computers and Education</i>, <i>143</i>, Article 103674. <a href="https://doi.org/10.1016/j.compedu.2019.103674" target="_blank">https://doi.org/10.1016/j.compedu.2019.103674</a>
dc.identifier.otherCONVID_32709735
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/65437
dc.description.abstractThis 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.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofseriesComputers and Education
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherlag sequential analysis
dc.subject.othertechnology-enhanced inquiry
dc.subject.othercooperative/collaborative learning
dc.subject.otherscaffolding
dc.subject.otherpostsecondary education
dc.subject.otherComputer-Supported Collaborative Learning
dc.subject.otherIntelligent Tutoring Systems
dc.subject.otherMoodle
dc.titleThe 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
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201909064038
dc.contributor.laitosFysiikan laitosfi
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Physicsen
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineMatematiikka ja luonnontieteetfi
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineMatematiikka ja luonnontieteeten
dc.contributor.oppiaineEducationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn0360-1315
dc.relation.volume143
dc.type.versionacceptedVersion
dc.rights.copyright© 2019 Elsevier Ltd.
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber292466
dc.subject.ysokorkeakouluopiskelu
dc.subject.ysoyhteisöllinen oppiminen
dc.subject.ysooppimisprosessi
dc.subject.ysotietokoneavusteinen oppiminen
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p13164
jyx.subject.urihttp://www.yso.fi/onto/yso/p18727
jyx.subject.urihttp://www.yso.fi/onto/yso/p5103
jyx.subject.urihttp://www.yso.fi/onto/yso/p7221
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1016/j.compedu.2019.103674
dc.relation.funderSuomen Akatemiafi
dc.relation.funderAcademy of Finlanden
jyx.fundingprogramProfilointi, SAfi
jyx.fundingprogramResearch profiles, AoFen
jyx.fundinginformationThis research was funded by the Finnish Cultural Foundation and the Academy of Finland [grant numbers 292466 and 318095, the Multidisciplinary Research on Learning and Teaching profiles I and II of University of Jyväskylä].


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