Designing and developing learning activities for a course that combines traditional, face-to-face education, with distance learning turns out to be a complex and difficult task. Blended learning can offer better learning experiences provided that it effectively combines the best aspects of both "worlds". Greek academic institutions recently developed, in response to the "Open Academic Courses" program, an impressive repository containing more than 3500 courses with open access that can be used complementary to the teaching in the classroom in an effort to improve the efficiency of the courses in higher education. In such a context it is vital as well as challenging to develop engaging blended e-learning courses that successfully merge e-learning with traditional education. We propose that this effort needs to be student-centered and it must be based on the assessment of the learner’s preferences. In this article we present a case study in which we analyze the learners’ preferences in a blended teaching model that was applied to the open undergraduate course “Introduction to computer science and programming” of the Business Administration Department of Piraeus University of Applied Sciences which was offered during the spring semester of the academic period 2015-2016. Our analysis is based on the Criteria Weights Assessment through Prioritization (WAP) method from the domain of Decision Making. The WAP method provides a valuable source material that includes weights of individuals' preferences that become input in a clustering process that determines clusters, i.e. groups of preferences among students. Having identified groups of preferences, we proceed to the analysis of the behavior of these groups in the learning environment(Moodle) by performing learning analytics techniques on Moodle's log files. Consistency between the preferences and the behavior means to some extent successful implementation of the educational scenario while inconsistencies between them give rise of problems related to the activities and resources used. Our approach can provide significant feedback for the redesign process of the course and it can be an important tool for the development and improvement of the various online Open Educational Resources.