Schoop, EricLenk-Klioner, Florian2024-02-262024-02-262022https://dl.gi.de/handle/20.500.12116/43711... The design of advanced blended learning arrangements demands a shift of focus from mere content-based knowledge delivery to moderated interactions between topics, peers and educators. The provision of suitable learning content does not serve primarily as learning resources, but rather as a trigger for active learning as an appropriate combination of individual and collaborative engagement to achieve learning goals which address the higher levels of Bloom’s taxonomy. This triggered interaction benefits strongly by demand-driven and goal-oriented tele-tutorial moderation, perhaps based on deeper insight into learners’ interactions, provided by Learning Analytics. [Aus: Collaborative Online Learning]enKollaboratives Online-Lernen (COL)VermittlungBewertungText/Conference Paper