Online student engagement and academic outcomes in a Moodle learning management system at an open distance e learning institution

Background: Learning Management Systems (LMSs) generate extensive log data that can be used to examine student engagement in online learning environments, particularly within Open Distance e-Learning (ODeL) institutions. Aim : This study investigated patterns of online student engagement using LMS log data and examined the relationship between participation levels and engagement dimensions in an ODeL context. Methods : An explanatory mixed-methods design was employed. LMS log-view data were extracted from a postgraduate Applied Health Statistics module offered at the University of South Africa during the 2023,2024 and 2025 longitudinal academic years. A minimum of 65,535 log-view records generated in one year by 266 postgraduate diploma students were analyzed. Engagement was operationalized across behavioral, emotional, and cognitive dimensions using interactions with specific LMS tools. Descriptive statistics were used to examine participation patterns. Results: Students engaged most frequently with assessment-related and cognitively oriented resources, while emotional engagement tools were accessed less frequently. High participation levels were associated with broader and more sustained engagement across LMS tools. Conclusion: LMS log data provide valuable insights into student engagement and can inform targeted student support strategies in ODeL institutions.