Dispositional Learning Analytics to Comprehend Blended Learning

In a blended learning environment, student learning necessitates a series of decisions made by students. These decisions include selecting which elements of the blend to utilize for specific learning tasks, deciding when to engage in these tasks, and choosing the appropriate learning aids. While research on blended learning typically focuses on designing these learning environments, it often neglects the examination of their actual utilization. This research, set in a naturalistic setting, investigates various patterns of students’ learning behaviors by categorizing their use of e-tutorial learning activities and their timing across different phases. The study was conducted among 1276 students participating in an eight-week introductory mathematics and statistics course delivered in a blended instructional format. By explicitly distinguishing between the first phase (which involves preparing for a tutorial session), the second phase (focused on preparing for a quiz session), and the third phase (which centers around preparing for the final exam), this study aims to enhance our understanding of the timing decisions students make during their learning journey. Our research reveals the existence of six distinct learning profiles characterized by variations in the frequency and timing of their engagement with learning activities. Moreover, different profiles come with different learning dispositions and cultural dimensions. The primary significance of this research resides in identifying not just the dispositions that are crucial in specific learning processes but also in understanding the role of those dispositions in the timing of the learning experiences.