Using log data to investigate the impact of (a)synchronous learning tools on LMS interaction

This paper presents exploratory examination of LMS log data from ten undergraduate business courses that differ in terms of learning activity design. Data were derived from the Unit Statistics and User Activity functions on Blackboard versions 8 and 9.1, which report the number of student hits across the various LMS applications. The research identifies obstacles encountered when using log data. Findings suggest that the design of learning activities has substantial impact upon levels of student interaction with the LMS. Furthermore the greater the amount of asynchronous learning activities, versus synchronous ones, may generate increased student interaction not just with the interactive applications but with the LMS overall. This outcome is particularly relevant given the correlation between LMS interaction and student results reported in other studies. The research confirms the potential of log data to inform online teaching practice, highlights some of challenges involved and outlines avenues for future research.