Much effort is put into online activities within the University sector but little is known about whether engagement in online activities correlate with end of year summative score (EOY). Year 3 Monash University MBBS online activities are delivered across 11 campuses to 506 students. These activities are central to the Pathology course structure. Online authentic cases have stated set objectives and throughout the case study there are multiple, graded, interactive questions. Immediate individual formative feedback on multi-choice questions (MCQ) (cases 1-16) and model formative answers for written questions (cases 17-26) are provided. MCQ answers were centrally downloaded. To allow for analysis of written answers we developed a novel digital text analytics methodology. Answers to multi-choice and written questions (approximately 20,000 data points) were correlated with the individuals EOY. A significant positive linear correlation was found (r<sup>2</sup> = 0.19, <i>p <</i> 0.0001) between online and EOY scores. Of those who failed EOY, 40% were found to have plagiarised their answers from model answers. Our novel digital text analytics program and statistical analysis of student data (a) correlated level of performance in online pathology cases with EOY summative performance, (b) detected plagiarism, and (c) produces an evidence base for future online curricula development.