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dc.contributor.authorSáiz Manzanares, María Consuelo 
dc.contributor.authorMarticorena Sánchez, Raúl 
dc.contributor.authorGarcía Osorio, César 
dc.contributor.authorDiez Pastor, José Francisco 
dc.date.accessioned2018-06-28T10:14:23Z
dc.date.available2018-06-28T10:14:23Z
dc.date.issued2017-05
dc.identifier.issn1664-1078
dc.identifier.urihttp://hdl.handle.net/10259/4828
dc.description.abstractLearning 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoenges
dc.publisherFrontiers Mediaen
dc.relation.ispartofFrontiers in Psychology. 2017, V. 8, art. 745en
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectlearning analyticsen
dc.subjectlearning management systems,en
dc.subjectblended learningen
dc.subjectsupplemental blenden
dc.subjectreplacement blenden
dc.subjectsuccessful learningen
dc.subjectself-regulated learningen
dc.subjectlearning outcomesen
dc.subject.otherPsicologíaes
dc.subject.otherPsychologyen
dc.titleHow do B-Learning and learning patterns influence learning outcomes?en
dc.typeArtículoes
dc.typeinfo:eu-repo/semantics/article
dc.rights.accessRightsinfo:eu-repo/semantics/openAccess
dc.relation.publisherversionhttps://doi.org/10.3389/fpsyg.2017.00745
dc.identifier.doi10.3389/fpsyg.2017.00745
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersionen


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