Online engagement mediates attendance and grades

What central relationship did this study examine in a TEL course?

How online engagement and formative assessment performance mediate the relationship between in-class attendance and course performance.

Source: Online engagement and performance on formative assessments mediate the relationship between attendance and course performance · DOI · quote verified

What data approach did the authors emphasize?

They used LMS log data rather than relying only on self-reported attendance and engagement.

Source: Online engagement and performance on formative assessments mediate the relationship between attendance and course performance · DOI · quote verified

How many students were in the analytic sample?

n = 367 elementary and secondary education undergraduates in a mandatory assessment course.

Source: Online engagement and performance on formative assessments mediate the relationship between attendance and course performance · DOI · quote verified

What was average lecture attendance?

About 10.57 of 13 lectures (SD 3.09).

Source: Online engagement and performance on formative assessments mediate the relationship between attendance and course performance · DOI · quote verified

Which LMS module showed the highest average activity?

Accessing, viewing, or downloading course materials (files).

Source: Online engagement and performance on formative assessments mediate the relationship between attendance and course performance · DOI · quote verified

What was the mean course final score?

82.02 (SD 7.73) on a 0–100 scale.

Source: Online engagement and performance on formative assessments mediate the relationship between attendance and course performance · DOI · quote verified

What did the baseline model show about attendance?

Attendance was still significantly correlated with course final score when TEL predictors were excluded.

Source: Online engagement and performance on formative assessments mediate the relationship between attendance and course performance · DOI · quote verified

What did the mediation model conclude?

Online learning engagement and formative assessment performance fully mediate the attendance–achievement relationship.

Source: Online engagement and performance on formative assessments mediate the relationship between attendance and course performance · DOI · quote verified

What happened to the direct attendance path in the mediation model?

It was non-significant and negative, implying attendance no longer positively predicted performance once mediators were included.

Source: Online engagement and performance on formative assessments mediate the relationship between attendance and course performance · DOI · quote verified

Why might attendance matter less as a proxy in TEL courses?

Because resources and engagement opportunities exist online, so attendance alone may not represent motivation or engagement.

Source: Online engagement and performance on formative assessments mediate the relationship between attendance and course performance · DOI · quote verified

What sampling limitation do the authors note?

Convenience sampling of undergraduates in one Faculty of Education course taught by an author.

Source: Online engagement and performance on formative assessments mediate the relationship between attendance and course performance · DOI · quote verified

Were online engagement and formative performance treated as one construct?

No—they were treated as two distinct TEL-related constructs in the models.

Source: Online engagement and performance on formative assessments mediate the relationship between attendance and course performance · DOI · quote verified