Students’ use of virtual learning environment resources and their impact on student performance in an econometrics module

Abstract We examine the relationship between students’ engagement with a range of virtual learning environment resources and their module performance, focusing on a relatively large second year undergraduate econometrics module. The analysis offers a useful contribution to the literature on the relationship between virtual learning environment engagement and student performance through consideration of a broader range of virtual learning environment resources than is typically considered in analyses to date, also through using a wider range of control variables. The setting for the analysis is also of interest as data relate to the 2020/2021 academic year in which there was a greater onus on the provision of online learning resources. Further, while much literature considers student performance on economics principles modules, there is much less literature focusing on econometrics module performance. Results suggest that there are different relationships between virtual learning environment engagement and student performance, depending on the virtual learning environment resources under consideration. Generally, engagement with virtual learning environment resources that encourage more active learning is associated with better student module performance. Similarly, engagement with online formative assessments with immediate feedback is associated with student module success.