2026-06-29T20:39:29Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/48282021-11-10T09:38:17Zcom_10259_5841com_10259_5086com_10259_2604com_10259_5377com_10259_4219col_10259_5842col_10259_5378col_10259_4220

Sáiz Manzanares, María Consuelo Marticorena Sánchez, Raúl García Osorio, César Diez Pastor, José Francisco 2018-06-28T10:14:23Z 2018-06-28T10:14:23Z 2017-05 1664-1078 http://hdl.handle.net/10259/4828 10.3389/fpsyg.2017.00745 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 the students. eng http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess Attribution 4.0 International learning analytics learning management systems, blended learning supplemental blend replacement blend successful learning self-regulated learning learning outcomes How do B-Learning and learning patterns influence learning outcomes? info:eu-repo/semantics/article