Abstract
The subject of this article is the implications of the temporality of action and the resulting methodological consequences for the field of media education research. The focus is on the analysis of courses and processes in a temporal perspective. The starting point of this article is the thesis that temporal courses and processes are not adequately taken into account in current quantitative media education research, and that the analysis of course data in research practice falls far short of the possibilities of knowledge. This thesis is developed using the example of the analysis of usage processes in online environments. With sequence analysis, a quantitative method for analysing process data is explained and distinguished from the method of event analysis.
