How Do B-Learning and Learning Patterns Influence Learning Outcomes?

Area of Science:

• Educational Technology
• Learning Analytics
• Online Learning Environments

Background:

• Learning Management System (LMS) platforms generate extensive data on student learning patterns.
• Learning Analytics (LA) enables the analysis of digital learning activity logs.
• Different Blended Learning (B-Learning) models may influence distinct student learning patterns.

Purpose of the Study:

• To investigate differences in student learning outcomes and platform activity patterns across B-Learning types (Replacement Blend vs. Supplemental Blend).
• To explore the relationship between students' metacognitive and motivational strategies (MS), their learning outcomes, and their platform learning patterns.

Main Methods:

• Analysis of 87,065 log records from 129 students (69 in RB, 60 in SB) on the Moodle 3.1 platform.
• Comparative analysis of learning patterns and outcomes based on B-Learning type.
• Correlation analysis between learning patterns, metacognitive/motivational strategies, and learning outcomes.

Main Results:

• Significant differences in student learning patterns were observed between Replacement Blend (RB) and Supplemental Blend (SB) environments.
• The specific B-Learning blend (RB vs. SB) influences student behavior and engagement on the LMS platform.
• Learning patterns within RB environments were found to be predictive of student learning outcomes.
• A relationship between learning patterns and metacognitive/motivational strategies was identified specifically within RB environments.

Conclusions:

• The type of Blended Learning significantly impacts student learning patterns and behaviors on LMS platforms.
• Replacement Blend environments show a stronger predictive relationship between learning patterns and student success.
• Metacognitive and motivational strategies are linked to learning patterns in Replacement Blend settings, suggesting potential intervention points.