Abstract
The present study investigated whether student engagement with different online blended learning activities predicts academic performance as measured via a multiple-choice online exam for an undergraduate cognitive psychology course. Higher completion rates of weekly online quizzes predicted final exam performance. Findings are discussed in relation to using online learning resources to enhance student engagement and performance and learning analytics to identify students in need of further support. Since findings only revealed one significant predictor, more research is required to identify additional factors influencing academic achievement in an online blended learning approach.
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