With 32 million users across approximately 3 million courses worldwide, Moodle has
proven to be an immensely popular and important tool in education. One feature
provided by Moodle is a rich source of information about student access to online
material. While important, this information is presented in a raw format with little
indication about how it might be used.
In this paper, we examine Moodle viewing statistics from an Irish third-level
institution. We examine correlations between these statistics and student results on
degree and masters courses. We identify the circumstances where the correlation can
help predict poor performance (and hence allow early intervention). In the analysis we
find some interesting associations between student behaviour on Moodle and their
final grade. Some of these associations reinforce beliefs the authors already had about
Moodle usage, and some results were surprising