How Does Student Access to a Virtual Learning Environment (VLE) Change During Periods of Disruption?

Higher Education often faces disruptions to teaching due wider events, such as industrial action by staff or the recent COVID-19 pandemic (Li et al., 2022). Digital learning tools (such Virtual Learning Environments, VLEs) can be used support and processes reducing impact of disruptive events. This case study, compares student VLE behaviour across three consecutive cohorts featuring two “typical” university semesters (2016 2017), one semester (2018) which featured action. analytics from students’ activity on system analyzed. Findings show that high- middle-performing students tend increase their use compensate for lack teaching, whilst lower-performing reduce access possibly lower levels self-efficacy self￾regulation. These findings suggest educators need consider how VLEs could designed when should delivered through an asynchronous online environment. For example, designing spaces promote flexibility, supporting self-regulation, also providing clear guidance structuring activities.