Online engagement and performance on formative assessments mediate the relationship between attendance and course performance.

ABSTRACT: In traditional school-based learning, attendance was regarded as a proxy for engagement and key indicator for performance. However, few studies have explored the effect of in-class attendance in technology-enhanced courses that are increasingly provided by secondary institutions. This study collected n = 367 undergraduate students' log files from Moodle and applied learning analytics methods to measure their lecture attendance, online learning activities, and performance on online formative assessments. A baseline and an alternative structural equation models were used to investigate whether online learning engagement and formative assessment mediated the relationship between lecture attendance and course academic outcomes. Results show that lecture attendance does not have a direct effect

SUBMITTER: Lu C 

PROVIDER: S-EPMC8761509 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature