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    Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10259/4828

    Título
    How do B-Learning and learning patterns influence learning outcomes?
    Autor
    Sáiz Manzanares, María ConsueloUBU authority Orcid
    Marticorena Sánchez, RaúlUBU authority Orcid
    García Osorio, CésarUBU authority Orcid
    Diez Pastor, José FranciscoUBU authority Orcid
    Publicado en
    Frontiers in Psychology. 2017, V. 8, art. 745
    Editorial
    Frontiers Media
    Fecha de publicación
    2017-05
    ISSN
    1664-1078
    DOI
    10.3389/fpsyg.2017.00745
    Abstract
    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.
    Palabras clave
    learning analytics
    learning management systems,
    blended learning
    supplemental blend
    replacement blend
    successful learning
    self-regulated learning
    learning outcomes
    Materia
    Psicología
    Psychology
    URI
    http://hdl.handle.net/10259/4828
    Versión del editor
    https://doi.org/10.3389/fpsyg.2017.00745
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    Attribution 4.0 International
    Documento(s) sujeto(s) a una licencia Creative Commons Attribution 4.0 International
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