Gutenberg Open Science: Undergraduate students’ critical online reasoning : process mining analysis

Please use this identifier to cite or link to this item: http://doi.org/10.25358/openscience-5615

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DC Field	Value	Language
dc.contributor.author	Schmidt, Susanne	-
dc.contributor.author	Zlatkin-Troitschanskaia, Olga	-
dc.contributor.author	Roeper, Jochen	-
dc.contributor.author	Klose, Verena	-
dc.contributor.author	Weber, Maruschka	-
dc.contributor.author	Bültmann, Ann-Kathrin	-
dc.contributor.author	Brückner, Sebastian	-
dc.date.accessioned	2021-02-01T11:06:25Z	-
dc.date.available	2021-02-01T11:06:25Z	-
dc.date.issued	2020	-
dc.identifier.uri	https://openscience.ub.uni-mainz.de/handle/20.500.12030/5619	-
dc.description.abstract	To successfully learn using open Internet resources, students must be able to critically search, evaluate and select online information, and verify sources. Defined as critical online reasoning (COR), this construct is operationalized on two levels in our study: (1) the student level using the newly developed Critical Online Reasoning Assessment (CORA), and (2) the online information processing level 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.	en_GB
dc.description.sponsorship	DFG, Open Access-Publizieren Universität Mainz / Universitätsmedizin Mainz	de
dc.language.iso	eng	de
dc.rights	CC BY	*
dc.rights.uri	https://creativecommons.org/licenses/by/4.0/deed.en	*
dc.subject.ddc	150 Psychologie	de_DE
dc.subject.ddc	150 Psychology	en_GB
dc.subject.ddc	370 Erziehung	de_DE
dc.subject.ddc	370 Education	en_GB
dc.title	Undergraduate students’ critical online reasoning : process mining analysis	en_GB
dc.type	Zeitschriftenaufsatz	de
dc.identifier.doi	http://doi.org/10.25358/openscience-5615	-
jgu.type.dinitype	article	en_GB
jgu.type.version	Published version	de
jgu.type.resource	Text	de
jgu.organisation.department	FB 03 Rechts- und Wirtschaftswissenschaften	de
jgu.organisation.number	2300	-
jgu.organisation.name	Johannes Gutenberg-Universität Mainz	-
jgu.rights.accessrights	openAccess	-
jgu.journal.title	Frontiers in psychology	de
jgu.journal.volume	11	de
jgu.pages.alternative	576273	de
jgu.publisher.year	2020	-
jgu.publisher.name	Frontiers Research Foundation	de
jgu.publisher.place	Lausanne	de
jgu.publisher.uri	https://doi.org/10.3389/fpsyg.2020.576273	de
jgu.publisher.issn	1664-1078	de
jgu.organisation.place	Mainz	-
jgu.subject.ddccode	150	de
jgu.subject.ddccode	370	de
jgu.publisher.doi	10.3389/fpsyg.2020.576273
jgu.organisation.ror	https://ror.org/023b0x485
Appears in collections:	JGU-Publikationen

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