Empirical Evidence of Online Student Engagement and its outcomes of modules in the Moodle LMS.
1
Department of Health Studies, University of South Africa, TSHWANE, South Africa
Popul. Med. 2026;8(Supplement Supplement 1):
ABSTRACT
BACKGROUND:
Like any ODeL institution, students and lecturers are required to spend more time and effort using Learning Management Systems (LMSs) than they previously would have within a purely traditional teaching environment. Students, as LMS users, by default leave automatic traces of their activity known as “navigation records” on webserver logs and databases. Traces of navigational data, therefore, facilitates the tracking of student participation within an online course and to what degree they fulfilled their assigned tasks. Student participation is significantly important to the achievement of expected learning outcomes.
METHODS:
A Mixed Method (Cross-sectional and Ethnography) study was constructed to determine online student engagement as defined by (Kuh, 2003, Fredricks, Blumenfeld, and Paris 2004) and its outcomes evident by navigation records left as a database on module Moodle LMS. An analysis of 80,000 log views created by only 266 students was carried out in a year from January 2023 to December 2023.
RESULTS:
Majority of the student’s engagement was on cognitive engagement. The high students’ performance correlated significantly with higher logs participation (students with more than 100 log views to a 1000 log views) compared to medium participants (between 100 and 50 log views) and low participants with log views less than 50. Students log views participation was also correlated with Computer Information literacy, and it was the highest for only high participation students.
CONCLUSIONS:
Overall, a good content driven LMS should have icons that will keep students highly engaged and involved which translates to high performance and computer literacy.
Like any ODeL institution, students and lecturers are required to spend more time and effort using Learning Management Systems (LMSs) than they previously would have within a purely traditional teaching environment. Students, as LMS users, by default leave automatic traces of their activity known as “navigation records” on webserver logs and databases. Traces of navigational data, therefore, facilitates the tracking of student participation within an online course and to what degree they fulfilled their assigned tasks. Student participation is significantly important to the achievement of expected learning outcomes.
METHODS:
A Mixed Method (Cross-sectional and Ethnography) study was constructed to determine online student engagement as defined by (Kuh, 2003, Fredricks, Blumenfeld, and Paris 2004) and its outcomes evident by navigation records left as a database on module Moodle LMS. An analysis of 80,000 log views created by only 266 students was carried out in a year from January 2023 to December 2023.
RESULTS:
Majority of the student’s engagement was on cognitive engagement. The high students’ performance correlated significantly with higher logs participation (students with more than 100 log views to a 1000 log views) compared to medium participants (between 100 and 50 log views) and low participants with log views less than 50. Students log views participation was also correlated with Computer Information literacy, and it was the highest for only high participation students.
CONCLUSIONS:
Overall, a good content driven LMS should have icons that will keep students highly engaged and involved which translates to high performance and computer literacy.
| eISSN: | 2654-1459 |
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