Supporting hybrid engagement through digital learning design

Abstract

With the shift to post-pandemic flexible delivery there is an increased focus on the quality of online learning materials. In response to this, a project was undertaken to transform online law units sites from pdfs to interactive pages; and from 2-hour lectures to multiple short pre-recordings dedicated to a single concept. This study explored student engagement, preferences, and performance through a pragmatic and meaningful analysis of learning analytics in relation to learning design for the purpose of informing our practice. This paper draws on data involving 89 students that participated in the study from the cohort of approximately 200 students. This study  confirms that the majority of students preferred the new digital learning design approach, however, the diversity of student preferences has implications for learning design that need to be taken into consideration.