Time is precious: Variable- and event-centred approaches to process analysis in CSCL research

By Peter Reimann. Int. J. Comput. Support. Collab. Learn., 2009

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Process mining techniques for analysing patterns and strategies in students’ self-regulated learning (2013, methodology): “The process models of the sort used in PM enable us to express that the process as a whole matters ; it is a more holistic view of a process than a process-as-sequence view affords (Reimann 2009).”
Cognitive and Socio-Emotional Interaction in Collaborative Learning: Exploring Fluctuations in Students’ Participation (2020, methodology): “Our approach to analyzing the video-recorded interactions was process-oriented (Arrow, Poole, Henry, Wheelan, & Moreland, 2004; Reimann, 2009), because we aimed to examine how students’ participation and types of interaction fluctuated and overlapped.”
Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning (2017, unknown): “Reimann (2009) claimed that the methods employed in regulated learning research neglect the full use of information related to time and order.”
Sequential and temporal characteristics of self and socially regulated learning (2014, background): “In many cases the S-SRL process is taken as one holistic unit and its sequential and temporal characteristics are therefore largely ignored (Kapur 2011; Reimann 2009; Schmitz 2006; Schoor and Bannert 2012).”