Learning Management System (LMS) platforms provide a wealth of information on the
learning patterns of students. Learning Analytics (LA) techniques permit the analysis of
the logs or records of the activities of both students and teachers on the on-line platform.
The learning patterns differ depending on the type of Blended Learning (B-Learning).
In this study, we analyse: (1) whether significant differences exist between the learning
outcomes of students and their learning patterns on the platform, depending on the
type of B-Learning [Replacement blend (RB) vs. Supplemental blend (SB)]; (2) whether
a relation exists between the metacognitive and the motivational strategies (MS) of
students, their learning outcomes and their learning patterns on the platform. The 87,065
log records of 129 students (69 in RB and 60 in SB) in the Moodle 3.1 platform were
analyzed. The results revealed different learning patterns between students depending
on the type of B-Learning (RB vs. SB). We have found that the degree of blend, RB
vs. SB, seems to condition student behavior on the platform. Learning patterns in RB
environments can predict student learning outcomes. Additionally, in RB environments
there is a relationship between the learning patterns and the metacognitive and (MS) of