Abstract:
This paper aims to understand student learning engagement in an online course. We describe an empirical
study we conducted to investigate learner profiles when interacting with learning content. This study is based
on data records about student online navigation and took place in the context of a hybrid environment. The
obtained results showed that students mostly select assessment activities and visit the online course content
without engaging deeply in the learning activities. This leads us to conclude on the role of assessment to
motivate and engage students and on the importance of thinking out the design of the hybrid course. Finally,
future work is motivated to study how to provide effective interactions with course content and how this can
impact learning engagement and course design.
