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Education Sciences
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Beyond the Clickstream: Qualitative, Quantitative, and Mixed Approaches to Understanding...
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Beyond the Clickstream: Qualitative, Quantitative, and Mixed Approaches to Understanding Online Learners

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: closed (15 October 2025) | Viewed by 7425

Special Issue Editors

Prof. Dr. Bartolomé Rubia-Avi

E-Mail Website
Guest Editor
Facultad de Educación y Trabajo Social, University of Valladolid, Paseo de Belén, 1 (Room D018), 47011 Valladolid, Spain
Interests: collaborative learning; learning; teacher education; pedagogy and education; e-learning; cooperative learning; teaching and learning; theory of e-learning; social network analysis; academic writing
Prof. Dr. Jairo Rodríguez-Medina

E-Mail Website
Guest Editor
Department of Pedagogy, University of Valladolid, 47011 Valladolid, Spain
Interests: network analysis; observational methods; methodology; measurement
Special Issues, Collections and Topics in MDPI journals
Dr. Ada Freitas-Cortina

E-Mail Website
Guest Editor
Department of Pedagogy, University of Valladolid, 47011 Valladolid, Spain
Interests: quality assurance and learning analytics; e-learning models; digital transformation; media education and literacy; digital competence; inclusive practices with ICT

Special Issue Information

Dear Colleagues,

The integration of digital media into educational contexts has brought forth two distinct dimensions: physical and the virtual. At the beginning of the 21st century, the advent of virtual learning environments significantly advanced training processes across various settings, particularly within higher education. This progression has enabled the observation and evaluation of educational processes within the virtual dimension. While the physical dimension encompasses formal and informal spaces, both of which can be observed and assessed, the virtual dimension presents opportunities to analyze and interpret training through the data generated by educational platforms. Data analysis, increasingly supported by Artificial Intelligence, is emerging as a pivotal tool for understanding educational processes with greater accuracy and predictive capacity. This Special Issue aims to present examples of qualitative and quantitative studies that investigate data analysis in virtual learning environments. Acknowledging the complexity of such analyses, we consider it essential to advance in the identification and interpretation of data to enhance our understanding of educational processes. We invite the scientific community to contribute perspectives and interpretations that will aid in the development of a robust framework for data analysis in virtual education.  

  • Suggested themes
  1. Ethical Considerations in Learning Analytics;
  2. The Role of AI in Personalizing Learning Experiences;
  3. Predicting Student Success and Dropout in Virtual Learning;
  4. The Impact of Social Interaction on Learning in Virtual Environments;
  5. Cross-Cultural Comparisons of Virtual Learning Data;
  6. The Influence of Platform Design on Learner Behavior and Data Patterns;
  7. Developing Data Literacy Skills for Educators and Learners;
  8. The Use of Data Analysis to Support Inclusive Practices in Virtual Learning.

Prof. Dr. Bartolomé Rubia-Avi
Prof. Dr. Jairo Rodríguez-Medina
Dr. Ada Freitas-Cortina
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • virtual education
  • digital media
  • digital education
  • artificial intelligence

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Published Papers (5 papers)

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Research

16 pages, 1092 KB  
Article
Structural Study of Post-COVID-19 Use Based on LMS Log Data Analysis from the University of Extremadura: A Case Study of Learning Analytics
by Francisco-Ignacio Revuelta-Domínguez, Jorge Guerra-Antequera, Alicia González-Pérez and Rubén Arriazu-Muñoz
Educ. Sci. 2026, 16(2), 319; https://doi.org/10.3390/educsci16020319 - 16 Feb 2026
Viewed by 513
Abstract
The widespread adoption of Learning Management Systems (LMSs) in higher education has not necessarily led to profound pedagogical transformations, raising questions about how digital technologies are actually integrated into teaching practices. This study aims to describe and map the techno-pedagogical configurations used by [...] Read more.
The widespread adoption of Learning Management Systems (LMSs) in higher education has not necessarily led to profound pedagogical transformations, raising questions about how digital technologies are actually integrated into teaching practices. This study aims to describe and map the techno-pedagogical configurations used by instructors at the University of Extremadura (Spain) to identify teaching patterns and characterize course design within a virtual campus. Using log data from 12,361 Moodle courses during the 2021–2022 academic year, a K-means clustering analysis was applied to classify courses based on their use of digital tools and resources. The analysis identified five distinct clusters ranging from traditional models with minimal LMS use (67.37%) to advanced innovation configurations (3.98%), including audiovisual-based innovation, participative traditional models, and repository-focused approaches. The results indicate that the implementation of techno-pedagogical strategies is highly heterogeneous and that courses classified as more innovative do not consistently produce better academic outcomes. These findings suggest that for most faculty, the LMS functions as digital support for traditional face-to-face teaching rather than as a driver of pedagogical transformation, highlighting the need for teacher-centered analytics capable of capturing instructional design patterns beyond mere behavioral metrics. Full article
(This article belongs to the Special Issue Beyond the Clickstream: Qualitative, Quantitative, and Mixed Approaches to Understanding Online Learners)
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24 pages, 930 KB  
Article
Developing Science Communication Competence in Initial Teacher Training
by Dieter Reynaldo Fuentes-Cancell, Odiel Estrada-Molina and Mónica Gutiérrez-Ortega
Educ. Sci. 2026, 16(1), 86; https://doi.org/10.3390/educsci16010086 - 7 Jan 2026
Viewed by 1366
Abstract
This study examines the development of scientific dissemination skills in initial teacher education through a sequential explanatory mixed-methods design (QUANTITATIVE→QUALITATIVE). The purpose was to explore how the integration of Project-Based Learning (PBL) and Experiential Learning (EL) fosters the acquisition of cognitive, communicative, media–digital, [...] Read more.
This study examines the development of scientific dissemination skills in initial teacher education through a sequential explanatory mixed-methods design (QUANTITATIVE→QUALITATIVE). The purpose was to explore how the integration of Project-Based Learning (PBL) and Experiential Learning (EL) fosters the acquisition of cognitive, communicative, media–digital, and ethical–social competencies related to scientific communication. Seventy-nine students from Early Childhood Education (n = 36) and Primary Education (n = 43) degrees at the University of Valladolid participated during the 2024–2025 academic year. In the quantitative phase, a validated questionnaire was administered to assess four dimensions of competence, while the qualitative phase included systematic observations and focus groups. Data analysis combined descriptive and inferential statistics with thematic analysis and convergent integration. The results showed significant improvements in all dimensions, particularly in communicative and media–digital skills, with qualitative evidence explaining the mechanisms underlying this progress. The integration of findings revealed the transformation of students from passive recipients to active mediators of scientific knowledge. It is concluded that the combination of PBL and EL constitutes an effective pedagogical framework for promoting responsible scientific dissemination in higher education and reinforcing the social responsibility of teacher training. Full article
(This article belongs to the Special Issue Beyond the Clickstream: Qualitative, Quantitative, and Mixed Approaches to Understanding Online Learners)
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18 pages, 305 KB  
Article
From Emergency Remote Teaching to Hybrid Models: Faculty Perceptions Across Three Spanish Universities
by Carlos José González Ruiz, Sebastián Martín Gómez, Sonia Ortega Gaite and María Inmaculada Pedrera Rodríguez
Educ. Sci. 2025, 15(11), 1555; https://doi.org/10.3390/educsci15111555 - 18 Nov 2025
Viewed by 1234
Abstract
This study examines university teachers’ digital competences during Emergency Remote Teaching at three Spanish institutions—the University of La Laguna, the University of Extremadura, and the University of Valladolid—and, from the faculty perspective, appraises hybrid teaching experiences and institutional support services. We employed a [...] Read more.
This study examines university teachers’ digital competences during Emergency Remote Teaching at three Spanish institutions—the University of La Laguna, the University of Extremadura, and the University of Valladolid—and, from the faculty perspective, appraises hybrid teaching experiences and institutional support services. We employed a qualitative multi-case design using semi-structured focus-group interviews and discussion groups with 57 instructors from Social Sciences and Humanities, Engineering, and Health Sciences, selected via purposive sampling. Data were deductively coded in Atlas.ti 24. Faculty perceive hybrid teaching as useful for widening access and repositioning the virtual campus as a communicative hub; they highlight Moodle, videoconferencing, content-authoring tools such as H5P, and methodologies like gamification and flipped learning to enhance motivation. Nonetheless, generational gaps and concerns about the authenticity of online assessment persist, supporting continued reliance on in-person examinations. Technical and training support services are viewed positively, yet respondents call for more staffing and stronger dissemination of teaching resources. Consolidating teachers’ digital competences requires institutional policies that integrate robust infrastructure, contextualized continuous professional development, and communities of practice to ensure the sustainability of hybrid models in higher education at the national level. Full article
(This article belongs to the Special Issue Beyond the Clickstream: Qualitative, Quantitative, and Mixed Approaches to Understanding Online Learners)
16 pages, 832 KB  
Article
Techno-Pedagogical Approaches and Academic Performance: A Quantitative Study Based on LMS Log Data
by Luisa M. Regueras, María J. Verdú, Juan P. de Castro and Susana Álvarez-Álvarez
Educ. Sci. 2025, 15(11), 1533; https://doi.org/10.3390/educsci15111533 - 13 Nov 2025
Cited by 2 | Viewed by 1018
Abstract
The widespread adoption of virtual classrooms during the COVID-19 pandemic accelerated the integration of Learning Management Systems (LMSs) into Higher Education, positioning them as essential tools in blended learning environments. LMSs provide teachers with a wide range of tools and functionalities, generating heterogeneous [...] Read more.
The widespread adoption of virtual classrooms during the COVID-19 pandemic accelerated the integration of Learning Management Systems (LMSs) into Higher Education, positioning them as essential tools in blended learning environments. LMSs provide teachers with a wide range of tools and functionalities, generating heterogeneous teaching strategies and providing many useful indicators for analysis. However, the complexity of log data combined with the intricacies of hybrid environments presents a significant challenge. This paper presents a quantitative approach to analysing LMS log data in Higher Education, with a specific focus on identifying and characterising teaching strategies implemented in the post-pandemic context. It seeks to examine the extent to which virtual classrooms have been effectively integrated into teaching practices and to assess how different techno-pedagogical approaches influence students’ academic performance. Moreover, we try to develop and define a comprehensive methodology for data treatment, including selection of analytical variables, the identification and clustering of usage profiles based on LMS interactions, and a comparative interpretative analysis of the findings. Our results suggest that the techno-pedagogical strategies are not uniformly effective across all areas of knowledge. This highlights the need for a more nuanced understanding of how these strategies interact with disciplinary traditions, pedagogical practices, and student profiles. Full article
(This article belongs to the Special Issue Beyond the Clickstream: Qualitative, Quantitative, and Mixed Approaches to Understanding Online Learners)
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21 pages, 335 KB  
Article
Transformation of Educational Models in Higher Education During and After “Emergency Remote Teaching”
by María-José Sosa-Díaz, María del Carmen Garrido-Arroyo and Monica Yballa González Delgado
Educ. Sci. 2025, 15(9), 1249; https://doi.org/10.3390/educsci15091249 - 18 Sep 2025
Cited by 3 | Viewed by 2318
Abstract
During the COVID-19 pandemic, university teaching staff were compelled to urgently transform their pedagogical practices, rapidly adopting new methodologies and technological tools. This abrupt shift in higher education demands critical reflection on the past, present, and future of academic institutions. Based on a [...] Read more.
During the COVID-19 pandemic, university teaching staff were compelled to urgently transform their pedagogical practices, rapidly adopting new methodologies and technological tools. This abrupt shift in higher education demands critical reflection on the past, present, and future of academic institutions. Based on a qualitative approach, this research used case studies and discussion groups to conduct a comparative analysis of three public Spanish universities: the University of La Laguna (ULL), the University of Extremadura (UEx), and the University of Valladolid (UVa). The aim was to understand how the university community experienced the transition from a traditional educational model to digital or hybrid modalities during and after the period of emergency remote teaching. The three institutions quickly implemented online strategies and subsequently moved to hybrid formats. Despite initial difficulties, there was a clear increase in the use of digital technologies and virtual environments. However, the research also revealed differing perceptions regarding the depth and permanence of these educational changes. The findings enabled the formulation of recommendations to support the digital transformation of university degree programmes, highlighting the importance of institutional policies focused on faculty training, equitable access to technological resources, and strong engagement in the provision of hybrid or fully online learning options. Full article
(This article belongs to the Special Issue Beyond the Clickstream: Qualitative, Quantitative, and Mixed Approaches to Understanding Online Learners)
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