Abstract
The transformation of higher education has brought new forms and approaches to learning to the forefront, highlighting online and blended learning. With the growing popularity of these new learning formats, questions about their effectiveness have arisen, which can be analyzed using learning analytics data. In the Kazakhstani scientific community, interest in learning analytics is in its infancy, reflected in the lack of publications on this topic. The article discusses blended learning at one of the universities in Kazakhstan, namely Astana IT University. The effectiveness of blended learning is analyzed using several methods to address two main research questions. The article includes a comparative analysis of traditional and blended learning formats at the specified university based on data on the overall academic performance of students in four selected socio-humanitarian disciplines from 2021 to 2023. Educational data were obtained from the Modular Object-Oriented Dynamic Learning Environment (Moodle) system. Additionally, the article presents data from a sociological survey among first-year students regarding their perception of the blended learning format. Furthermore, to search for a Pearson linear correlation between online lectures and academic performance data on the number of interactions students have with online content from the Learn system (Open edX) were extracted and analyzed.