Engagement and performance in a first year natural resource science course

Abstract

AbstractQuantifying 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.