Towards an Enhanced Learning Management System for Blended Learning in Higher Education Incorporating Distinct Learners' Profiles

In a blended education context, Learning Management Systems (LMS) can be thought to integrate collaborative and interactive learning activities; this, however, requires a strong institutional and sociocultural commitment from all stakeholders. Consequently, an empirical study that aims at identifying learners’ profiles and uses them as an optimization feedback-like process to the LMS towards effective blended (b-)learning was adopted here. The latter involved 36 undergraduate students with variant b-learning activity at a public Higher Education Institution. In a synergetic combination of qualitative and quantitative evidences, semi-structured face-to-face interviews were conducted and validated, and a systematic multivariate content analysis was articulated. Results revealed three distinct students' profiles oriented to interactive learning environment, Information and Communication Technologies (ICTs) teachers’ beliefs, and students’ training. Under this multifaceted scenario, a rethinking of the LMS within the b-learning environment could be approached through the enhancement of interactivity, fostering users’ ICT acquaintance, and incorporating further training.