Greater flexibility in delivery resulting from increased use of e-learning will inevitably change the way university students approach studying. Recent studies have examined relationships between attendance, online learning and performance but findings are inconclusive. One concern is that an unintended consequence of placing lecture resources online may be increased absenteeism possibly leading to decrease in performance. This study explores patterns of student engagement across two geography courses. Findings corroborate the importance of attendance as a predictor of performance, demonstrate how assessment influences study behaviour, particularly online, and provide evidence for a need for integrated blended learning designs.
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Document Type: Research Article
Learning Development Unit, Liverpool John Moores University, Liverpool, UK
Faculty of Education, Community and Leisure, Liverpool John Moores University, Liverpool, UK
School of Natural Sciences and Psychology, Liverpool John Moores University, Liverpool, UK
Publication date: 01 February 2011
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