Educational technology implementation often owes more to the technical proficiency of the teaching staff and/or the capacity of the institution than to a student outcome-centred design process. Creation of online resources takes considerable time and involves significant cost to both the institution, for devices and platforms, and to students for devices and Internet connectivity charges. Here, we present a cross-discipline investigation of student engagement with a range of simple resources. Our aim was to determining if the provision of such resources had an impact on student academic performance regardless of the students' level of academic proficiency. This research focused on students studying first-year introductory subjects at a distance (off campus) from two different faculties, Arts and Science. Analysis of the web access data from the learning management system (Sakai) demonstrated that students who accessed the most resources in terms of diversity and percentage of available resources achieved higher grades. We postulate that the resources prompted students to spend more ''time-on-task'' and facilitate more active styles of learning. We suggest, however, that students need to be made aware of the value of the resources and how they are best used to enhance academic performance.Keywords: distance education; online resources; academic performance; virtual learning environments; e-learning
IntroductionThe shift from an industrial to an information-driven society (Castells 2000) has substantially changed education delivery, often facilitated by the use of internetdriven communications that are a recent, yet foundational, component of many educational systems (Schifter 2004). The globalisation of world economies and internationalisation of curricula (Barjis 2003) fostered an environment, whereby universities increasingly are internet dependent. As e-learning supplements, and even supplants, traditional classroom learning environments (Ragusa 2009), universities compete to lead in flexible delivery, to achieve market dominance and to meet government policy objectives (Ragusa 2007). In response, higher education educators are encouraged to augment online delivery resources and align their teaching practice with the needs and expectations of twenty-first century learners and markets.(page number not for citation purpose) *Corresponding author. Email: acrampton@csu.edu.au Vol. 20, 2012 RLT 2012 Technology is the journal of the Association for Learning Technology (ALT), a UK-based professional and scholarly society and membership organisation. ALT is registered charity number 1063519. http://www.alt.ac.uk/. This is an Open Access article distributed under the terms of the Creative Commons "Attribution 3.0 Unported (CC BY 3.0)" license (http://creativecommons.org/licenses/by/3.0/) permitting use, reuse, distribution and transmission, and reproduction in any medium, provided the original work is properly cited. Technology-infused distance education is the fastest growing sector in education (Tennant, McMullen, ...