How you teach and who you teach both matter: lessons from learning analytics data

To explore potential effects of disadvantage on engagement and attainment under different teaching assessment regimes, the influence pedagogic changes implemented during COVID-19 pandemic students from backgrounds were compared using a cohort-study design. Learner analytics data first year undergraduate three learning regimes compared: (i) in-person assessment, (ii) with online (iii) assessment. The gap in end-of-year mark between disadvantaged their peers was widest when online, poorer outcomes for students, although percentage passing all modules did not change. Overall, associated widening peers. Possible explanations this are discussed, including relationship engagement. Higher Education providers should monitor review implications chosen education strategy groups students: how you teach who both important.