The Sequential Analysis of Group Interaction and Critical Thinking in Online

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Visual attention for solving multiple-choice science problem: An eye-tracking analysis (2012, unknown): “Sequential analysis has been applied to many published studies focusing on behavioral analysis of learning processes (Jeong, 2003; Hou, 2010; Hou, Chang, & Sung, 2009).”
Characterizing Online Discussion Using Coarse Discourse Sequences (2017, background): “Researchers have developed novel categorizations to ﬁnd evidence of critical thinking (Jeong 2003) and have also looked at discourse sequences , including adjacency pairs and chains (Lu, Chiu, and Law 2011; Ros´e et al. 2008).”
Utilizing Peer Moderating in Online Discussions: Addressing the Controversy between Teacher Moderation and Nonmoderation (2007, methodology): “The investigator examined the content of the messages using Jeong’s (2003) event categories as a framework.”
Extending the Traditional Classroom Through Online Discussion: The Role of Student Motivation (2006, background): “Students can reflect on their thoughts in a more formal format, which may foster their metacognitive (McDuffie & Slavit, 2003) and critical thinking (Jeong, 2003) skills.”