ABSTRACT
We introduce the concept of a learning journey. We use the Oregon Trail as a metaphor to explain why traditional quantitative and qualitative research methods are inadequate for capturing learning journeys. On the other hand, temporal maps do capture learning journeys, and Analysis of Patterns in Time (APT) can be used to count occurrences of qualitative patterns in temporal maps. We discuss the fundamental limitations of traditional qualitative and quantitative research approaches for determining effectiveness of instructional methods.
