Students’ behavioral learning patterns in environmental chemistry blended course: An analysis toward 21st century graduates

Blended learning combines face-to-face and online learning, this innovation gives students the opportunity for various levels of interactive learning so that it is far more varied and effective. Mixed learning approaches for environmental chemistry courses are presented. This paper tries to see how the patterns of students in implementing learning in blended learning, try to find out what kind of learning media they like and how they access it. There are twenty-nine students who participate in environmental chemistry courses. Mapping patterns using a qualitative approach. Traditional lectures were replaced by online learning packages, which were supported by formative on-line assessments and presented various learning content activities including, videos, e-books, sharing, and animation media to facilitate the learning process. This study collects participant behavior during a mixed learning course. in addition this article tries to identify interactions between the duration when participants enter the class, access content and final results. A significant pattern was found between the amount of content access and the results of the final test, where participants with low access did not have better results than participants who had high access. Media with too much text such as leaflets are not liked by participants, media with animations and illustrations such as animated videos are very popular and have high access. According to the test results and the number of access to online courses can prove that the level of access will affect the effectiveness of the course in blended learning.