RT info:eu-repo/semantics/article
T1 How do B-Learning and learning patterns influence learning outcomes?
A1 Sáiz Manzanares, María Consuelo
A1 Marticorena Sánchez, Raúl
A1 García Osorio, César
A1 Diez Pastor, José Francisco
K1 learning analytics
K1 learning management systems,
K1 blended learning
K1 supplemental blend
K1 replacement blend
K1 successful learning
K1 self-regulated learning
K1 learning outcomes
K1 Psicología
K1 Psychology
AB Learning Management System (LMS) platforms provide a wealth of information on thelearning patterns of students. Learning Analytics (LA) techniques permit the analysis ofthe 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 learningoutcomes of students and their learning patterns on the platform, depending on thetype of B-Learning [Replacement blend (RB) vs. Supplemental blend (SB)]; (2) whethera relation exists between the metacognitive and the motivational strategies (MS) ofstudents, their learning outcomes and their learning patterns on the platform. The 87,065log records of 129 students (69 in RB and 60 in SB) in the Moodle 3.1 platform wereanalyzed. The results revealed different learning patterns between students dependingon the type of B-Learning (RB vs. SB). We have found that the degree of blend, RBvs. SB, seems to condition student behavior on the platform. Learning patterns in RBenvironments can predict student learning outcomes. Additionally, in RB environmentsthere is a relationship between the learning patterns and the metacognitive and (MS) ofthe students.
PB Frontiers Media
SN 1664-1078
YR 2017
FD 2017-05
LK http://hdl.handle.net/10259/4828
UL http://hdl.handle.net/10259/4828
LA eng
DS Repositorio Institucional de la Universidad de Burgos
RD 20-abr-2024