Learning Management Systems (LMS), such as Moodle, have become increasingly important in delivering education in recent years. With the advent of technology and the outbreak of the COVID-19 pandemic, the use of LMS has taken on a new dimension, as most teaching and learning rely on their capabilities. The present study aimed to investigate the impact of the increase in the opportunities for face-to-face classes on the level of student engagement on Moodle. The study used a sequential explanatory research design to explore students’ engagement on Moodle, and data was gathered through questionnaires. Quantitative data was coded and analysed using descriptive statistics. The results showed a statistically significant increase in the mean engagement of students in Moodle between the years 2021 and 2022, with a mean increase of 6.15 hours. The study supports previous research which revealed that using educational technology, such as Moodle, can positively impact student engagement in the classroom. However, despite the widespread acceptance that higher education will not be the same post-pandemic, there is limited research to support this assumption. This study contributes to the limited literature by providing evidence on the impact of face-to-face classes on student engagement on Moodle. It highlights the need for further research to determine the sustainability of the improvement over time. Keywords: Data Analytics, Student Engagement and Moodle
Mosia et al. (Mon,) studied this question.