Profiling Student Behavior in a Blended Course Closing the Gap between Blended Teaching and Blended Learning

Blended learning is often associated with student-oriented learning in which students have varying degrees of control over their learning process. However, the current notion of blended learning is often a teacher-oriented approach in which the teacher identifies the used learning technologies and thereby offers students a blended teaching course instead of a blended learning course (George-Walker & Keeffe, 2010). A more student-oriented approach is needed within educational design of blended learning courses since previous research shows that students show a large variation in the way they use the different digital learning resources to support their learning. There is little insight into why students show distinct patterns in their use of these learning resources and what the consequences of these (un) conscious differences are in relation to student performance. The current study explores different usage patterns of learning resources by students in a blended course. It tries to establish causes for these differences by using dispositional data and determines the effect of different usage patterns on student performance.