Engagement in a virtual learning environment predicts academic achievement in research methods modules: A longitudinal study combining behavioral and self-reported data.

What is it about?

This longitudinal study, analyzed the relationship between students’ activity in a VLE, their attendance, academic emotions, and module grades at a face-to-face-based university in the United Kingdom. The results showed that overall VLE activity and the use of specific online tools such as optional online tests and lecture recording were important predictors of academic achievement.

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Why is it important?

These findings have potential implications for curriculum design, particularly by making psychology educators aware of the usefulness of VLE activities and tools from the onset of students’ research methods learning journey