Learner behaviors associated with uses of resources and learning pathways in blended learning scenarios

Abstract

The objective of this research is to analyze learner behaviors, uses of resources and learning pathways in blended learning scenarios. Key principles and resources for blended learning practices are addressed in the theoretical framework, along with their relationships with learning pathways, student performance and ICT skills. A within-subject design was adopted, consisting in the application of an ICT skills survey to 92 low-income secondary school students from a Brazilian Northeastern public school, followed by the implementation of series of lessons comprising digital resources based on blended learning practices. Behaviors and uses of resources identified in screen recordings of learners' responses to tasks were contrasted among groups, learning scenarios and with regard to students’ performance scores and ICT skills. Nonparametric tests pointed to significant differences between groups in terms of ICT skills and to no significant differences regarding performance. There were predominantly no significant differences within observed uses of resources and pathways in terms of associated performance or ICT scores. Differences between patterns of use and pathways observed in each lesson are analyzed. Data suggests pedagogical practices learners were previously exposed to impacted their engagement, and uses of different resources were interrelated in a systemic perspective. Task-orientedness, rather than approaches to digital tools or choices of pathway, emerges in discussions as a key factor for learner performance, reinforcing the importance of designing learning scenarios which promote behavioral engagement.