Petri nets: an introduction
Data mining: concepts and techniques
Data mining: concepts and techniques
Business Dynamics
Content analysis schemes to analyze transcripts of online asynchronous discussion groups: a review
Computers & Education - Methodological issue in researching CSCL
Content analysis: what are they talking about?
Computers & Education - Methodological issue in researching CSCL
Computers & Education - Methodological issue in researching CSCL
A new direction for log file analysis in CSCL: experiences with a spatio-temporal metric
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
Group Cognition: Computer Support for Building Collaborative Knowledge (Acting with Technology)
Group Cognition: Computer Support for Building Collaborative Knowledge (Acting with Technology)
Exploratory sequential data analysis: foundations
Human-Computer Interaction
Developing process models as summaries of HCI action sequences
Human-Computer Interaction
Decision Making Patterns in Virtual Teams
Proceedings of the 2007 conference on Supporting Learning Flow through Integrative Technologies
Visualisations for team learning: small teams working on long-term projects
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
ProM 4.0: comprehensive support for real process analysis
ICATPN'07 Proceedings of the 28th international conference on Applications and theory of Petri nets and other models of concurrency
Computers in Human Behavior
Modeling and mining of learnflows
Transactions on Petri Nets and Other Models of Concurrency V
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This paper introduces process modeling and mining as an approach to process analysis for CSCL. This approach is particularly relevant for collaborative learning that takes a project-based form, and is applied in this study to online chat data from teams working on a complex task. The groups differed in terms of the number of members and the amount of scaffolding aimed at group processes and task requirements. The models, produced using the HeuristicsMiner algorithm, showed that the group with fewer members that received more instruction in the task requirements had a more linear decision-making process than the group that received instruction in group processes, however neither were an example of a linear, unitary phase model. This approach has relevance both for CSCL research methods and for providing feedback to students on their decision-making processes.