Abstract
For the aim of this research, a model of students' learning pathways as a network that records time and sequence of learning events is introduced. These learning pathways networks also establish the online learning rate. Results demonstrate that pupils who passed learned more online than those who failed. The findings of the person-centered study demonstrate that only test anxiety affects the number of nodes and arcs of the individual learning pathway network, which was represented as an individual network. Also, the qualities of social networks are influenced by how active or inactive users are. There is evidence to back up the theory that pupils who are driven to learn do not necessarily study more information. As a result of exam anxiety, engagement, and disengagement, the learning pathways of individuals are shaped and reshaped throughout time.
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