Abstract
- In the context of the increasing digitalization of higher education, this study examines the relationship between topic-related attendance and learning success in a fully online module in the field of media informatics. It is well known that the utilization of learning opportunities in online learning environments is generally correlated with exam success. In technically oriented online learning environments, we further investigate the extent to which such a correlation differs depending on the taxonomic levels of tasks. The results show that the correlation of complex synthesis tasks with r = 0.84 is significantly higher compared to repetition tasks (r = 0.21) and also significantly higher compared to analysis and calculation tasks (r = 0.11). Both statements hold at a confidence level of 99 %. While repetition and analysis tasks were less influenced by attendance time, students who regularly and actively participated achieved significantly higher scores on tasks requiring deeper cognitive processes.