This study introduces a new analysis scheme to analyze trace data and visualize students’ self-regulated learning strategies in a mastery-based online learning modules platform. The pedagogical design of the platform resulted in fewer event types and less variability in student trace data. The current analysis scheme overcomes those challenges by conducting three levels of clustering analysis. On the event level, mixture-model fitting is employed to distinguish between abnormally short and normal assessment attempts and study events. On the module level, trace level clustering is performed with three different methods for generating distance metrics between traces, with the best performing output used in the next step. On the sequence level, trace level clustering is performed on top of module-level clusters to reveal students’ change of learning strategy over time. We demonstrated that distance metrics generated based on learning theory produced better clustering results than pure data-driven or hybrid methods. The analysis showed that most students started the semester with productive learning strategies, but a significant fraction shifted to a multitude of less productive strategies in response to increasing content difficulty and stress. The observations could prompt instructors to rethink conventional course structure and implement interventions to improve self-regulation at optimal times.

MOTIVATION: Longitudinal studies increasingly collect rich 'omics' data sampled frequently over time and across large cohorts to capture dynamic health fluctuations and disease transitions. However, the generation of longitudinal omics data has preceded the development of analysis tools that can efficiently extract insights from such data. In particular, there is a need for statistical frameworks that can identify not only which omics features are differentially regulated between groups but also over what time intervals. Additionally, longitudinal omics data may have inconsistencies, including non-uniform sampling intervals, missing data points, subject dropout and differing numbers of samples per subject. RESULTS: In this work, we developed OmicsLonDA, a statistical method that provides robust identification of time intervals of temporal omics biomarkers. OmicsLonDA is based on a semi-parametric approach, in which we use smoothing splines to model longitudinal data and infer significant time intervals of omics features based on an empirical distribution constructed through a permutation procedure. We benchmarked OmicsLonDA on five simulated datasets with diverse temporal patterns, and the method showed specificity greater than 0.99 and sensitivity greater than 0.87. Applying OmicsLonDA to the iPOP cohort revealed temporal patterns of genes, proteins, metabolites and microbes that are differentially regulated in male versus female subjects following a respiratory infection. In addition, we applied OmicsLonDA to a longitudinal multi-omics dataset of pregnant women with and without preeclampsia, and OmicsLonDA identified potential lipid markers that are temporally significantly different between the two groups. AVAILABILITY AND IMPLEMENTATION: We provide an open-source R package (https://bioconductor.org/packages/OmicsLonDA), to enable widespread use. SUPPLEMENTARY INFORMATION: Supplementary data are available at Bioinformatics online.

This paper examines the impact of COVID-19 induced campus closure on university students’ self-regulated learning behavior by analyzing click-stream data collected from student interactions with 70 online learning modules in a university physics course. To do so, we compared the trend of six types of actions related to the three phases of self-regulated learning before and after campus closure and between two semesters. We found that campus closure changed students’ planning and goal setting strategies for completing the assignments, but didn’t have a detectable impact on the outcome or the time of completion, nor did it change students’ self-reflection behavior. The results suggest that most students still manage to complete assignments on time during the pandemic, while the design of online learning modules might have provided the flexibility and support for them to do so.