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Exploring Performance Engagement in Online Postgraduate Learning: Utilisation of Digital Activities

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Title: Exploring Performance Engagement in Online Postgraduate Learning: Utilisation of Digital Activities
Language: English
Authors: M. Van Wyk (ORCID 0000-0001-6142-1608), S. M. Patrick (ORCID 0000-0002-0364-0068), J. E. Wolvaardt (ORCID 0000-0002-3157-8863)
Source: Journal of Computer Assisted Learning. 2026 42(3).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Graduate Study, Online Courses, Learner Engagement, Learning Management Systems, Learning Analytics, Graduate Students
DOI: 10.1002/jcal.70254
ISSN: 0266-4909
1365-2729
Abstract: Background to the Study: As fully online postgraduate programmes expand, questions remain regarding whether sufficient student engagement is achieved and how such sufficiency can be measured. This study examined the types and levels of engagement within a fully online postgraduate module and explored how engagement can be operationalised using learning management system (LMS) analytics. Objective: To explore whether there is sufficient student engagement in an online module, and the types and levels of online engagement. Methods: A quantitative single-case study analysed LMS trace data from 773 students. Data were analysed using the Online Engagement Framework and Moore's interaction typology. Engagement was operationalised using four behavioural indicators: submissions, interactions, time-on-platform and Grade Center access. Cluster analysis was applied to identify engagement profiles. Results: Findings indicate high levels of social, cognitive, behavioural and collaborative engagement, with participation substantially exceeding minimum requirements. In contrast, structured opportunities for emotional engagement were absent. Frequent Grade Centre access (mean = 68 views per student) suggests a digitally observable form of performance engagement characterised by academic self-monitoring behaviour Cluster analysis revealed four distinct engagement profiles, highlighting heterogeneity in student interaction patterns. Conclusion: The findings suggest that high-density programmatic assessment is associated with sustained engagement behaviours in online contexts. This study contributes to the literature by proposing a trace-based operationalisation of performance engagement and offering a practical framework for examining engagement sufficiency in fully online programmes.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506906
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22M%2E+Van+Wyk%22">M. Van Wyk</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6142-1608">0000-0001-6142-1608</externalLink>)<br /><searchLink fieldCode="AR" term="%22S%2E+M%2E+Patrick%22">S. M. Patrick</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0364-0068">0000-0002-0364-0068</externalLink>)<br /><searchLink fieldCode="AR" term="%22J%2E+E%2E+Wolvaardt%22">J. E. Wolvaardt</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3157-8863">0000-0002-3157-8863</externalLink>)
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Background to the Study: As fully online postgraduate programmes expand, questions remain regarding whether sufficient student engagement is achieved and how such sufficiency can be measured. This study examined the types and levels of engagement within a fully online postgraduate module and explored how engagement can be operationalised using learning management system (LMS) analytics. Objective: To explore whether there is sufficient student engagement in an online module, and the types and levels of online engagement. Methods: A quantitative single-case study analysed LMS trace data from 773 students. Data were analysed using the Online Engagement Framework and Moore's interaction typology. Engagement was operationalised using four behavioural indicators: submissions, interactions, time-on-platform and Grade Center access. Cluster analysis was applied to identify engagement profiles. Results: Findings indicate high levels of social, cognitive, behavioural and collaborative engagement, with participation substantially exceeding minimum requirements. In contrast, structured opportunities for emotional engagement were absent. Frequent Grade Centre access (mean = 68 views per student) suggests a digitally observable form of performance engagement characterised by academic self-monitoring behaviour Cluster analysis revealed four distinct engagement profiles, highlighting heterogeneity in student interaction patterns. Conclusion: The findings suggest that high-density programmatic assessment is associated with sustained engagement behaviours in online contexts. This study contributes to the literature by proposing a trace-based operationalisation of performance engagement and offering a practical framework for examining engagement sufficiency in fully online programmes.
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