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We analyzed interactions at the group level to understand the group dynamics across whole problem discussions, and at the student level to understand the students\u2019 contribution dynamics across different episodes. We followed such analyses by examining the association of interaction types and the sequences thereof with students\u2019 performance using multilevel linear regression models. The analysis of the interactions reflected that the scripted PBL process is followed a logical sequence, yet often lacked enough depth. When cognitive interactions (e.g., arguments, questions, and evaluations) occurred, they kindled high cognitive interactions, when low cognitive and social interactions dominated, they kindled low cognitive interactions. The order and sequence of interactions were more predictive of performance, and with a higher explanatory power as compared to frequencies. Starting or initiating interactions (even with low cognitive content) showed the highest association with performance, pointing to the importance of initiative and sequencing.<\/jats:p>","DOI":"10.1007\/s11412-023-09385-1","type":"journal-article","created":{"date-parts":[[2023,3,26]],"date-time":"2023-03-26T21:21:38Z","timestamp":1679865698000},"page":"11-37","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":34,"title":["The temporal dynamics of online problem-based learning: Why and when sequence matters"],"prefix":"10.1007","volume":"18","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-5881-3109","authenticated-orcid":false,"given":"Mohammed","family":"Saqr","sequence":"first","affiliation":[]},{"given":"Sonsoles","family":"L\u00f3pez-Pernas","sequence":"additional","affiliation":[]}],"member":"297","published-online":{"date-parts":[[2023,3,10]]},"reference":[{"issue":"2","key":"9385_CR1","doi-asserted-by":"publisher","first-page":"215","DOI":"10.1007\/s10459-012-9366-z","volume":"18","author":"M Aarnio","year":"2013","unstructured":"Aarnio, M., Lindblom-Yl\u00e4nne, S., Nieminen, J., & Py\u00f6r\u00e4l\u00e4, E. 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