Engagement and performance in a first year natural resource science course
Abstract
Quantifying student engagement with online learning resources on virtual learning environments such as BlackBoard is important in understanding how these technologies enhance the student learning. In the present study, it was examined when, and how often, first‐year students accessed lecture recordings, lecture slides, and lecture notes via BlackBoard, in an introductory natural resource course taken by both on campus students and remote students. The findings demonstrated that lecture recordings were not well utilized by students—although only 58% of on campus students attended face‐to‐face lectures, less than 15% of absent students downloaded the missed lecture. Overall, more students downloaded lecture slides (an average of 63% per week) than notes (38%) or recordings (16%). Indeed, the average student downloaded only 1.1 types of the 3 online resources (recordings, slides, and notes) that were available each week, with 5.7% of students downloading all 3 types of resources, 23% downloading 2 types of resources, 42% downloading only 1 type of resource, and 29% downloading none of the 3 types of resources. Finally, remote students were more likely to download lecture notes and recordings than were on campus students. The information presented here is important in understanding student behaviour and engagement.
Lay Description
What is already known about this topic:
- Virtual learning environments are an inherent component of a university education.
- Online availability of learning materials such as lecture recordings and lecture notes offers flexibility in learning.
- Student engagement with online learning materials varies widely.
- The link between attendance at face‐to‐face lectures and performance is tenuous.
What this paper adds:
- Engagement with online learning resources was poor with only 42% of material being downloaded.
- Results demonstrated a positive relationship with face‐to‐face attendance and final examination performance.
- After Week 3, < 25% of students substituted missed lectures with the corresponding online lecture recordings.
- External students engaged significantly more than internal students.
Implications for practice and/or policy:
- Understanding and quantifying student engagement with virtual learning environments and face‐to‐face lectures are necessary to ensure we are providing learning materials that enhance student learning.
