Inspired by “Behind the Clicks” by Mohamad Baba and Masita Misdi, Online Learning Consortium, June 2025
In online education, data is abundant. Every login, click, and video view leaves a trail—one that institutions and faculty increasingly rely on to gauge student engagement. But as Mohamad Baba and Masita Misdi argue in Behind the Clicks, these digital footprints only tell part of the story.
The article challenges a common assumption: that more clicks equal more learning. Instead, Baba and Misdi urge educators to look for patterns—not just presence. A student who logs in daily may be skimming without absorbing, while another who logs in less often may be deeply engaged during each session. LMS data can highlight trends, but it can’t explain them. That requires human insight.
Drawing on Moore’s framework of learner–content, learner–instructor, and learner–learner interaction, the authors emphasize that meaningful engagement is relational. It’s not just about accessing materials—it’s about how students interact with them, with each other, and with their instructors. LMS data can signal when those interactions are strong—or when they’re missing entirely.
But even the most sophisticated analytics can’t replace a well-timed human check-in. As Baba and Misdi note, “Even the smartest algorithms can’t replace a timely message from an instructor that says, ‘I see you haven’t logged in—everything okay?’” That moment of care can be the difference between a student persisting or withdrawing.
This is where human-centered instructional support becomes essential. Faculty teaching online often juggle content delivery, grading, discussion moderation, student outreach, and interventions —all while interpreting engagement data that may or may not tell the full story. What they need is a partner who can help sustain instructional continuity and responsiveness without adding to their workload.
Instructional Connections’ Academic Coach Model was designed to do just that. Academic Coaches (also called Virtual Teaching Assistants or Instructional Associates) work with faculty to support instruction in online courses—helping with grading, monitoring discussions, and addressing student questions to ensure prompt, consistent, and responsive support as students’ needs arise.
For students, this creates additional support within the online course that wouldn’t be available if faculty were the sole point of contact. Academic Coaches are often viewed as approachable, offering students a safe and supportive environment to ask questions or seek clarification they might hesitate to bring up with faculty—particularly when concerned about judgment or misunderstanding.
Embedding this support directly into the course shell allows faculty to concentrate on teaching, curriculum, and outcomes, while students feel recognized and supported throughout their learning. This leads to greater engagement, increased student satisfaction, and better academic outcomes.
And for institutions, the benefits are just as clear: the ability to scale high-demand online programs and courses without overburdening faculty or sacrificing the curriculum’s rigor and quality. Our model maximizes the use of existing faculty and staff while maintaining the human connections that make learning meaningful.
Because behind every click is a student. And behind every student, there should be someone who notices.
Citation: Baba, M., & Misdi, M. (2025, June 3). Behind the Clicks: What LMS Data Is Really Telling Us About Online Learning. Online Learning Consortium. https://onlinelearningconsortium.org/olc-insights/2025/06/behind-the-clicks/