This case study describes the use of learning analytics to evaluate the transition of a postgraduate wine business course from face-to-face to online delivery using e-learning course design principles. Traditionally, Foundations of Wine Science lectures were delivered face-to-face, however the decision to transition the course from semester to trimester format presented an opportunity for online delivery of lectures. This was initially achieved through audio recordings, then video lectures, supported by a range of digital learning resources intended to engage, support and enhance student learning and the student experience. Descriptive analysis of learning analytics, comprising assessment results, student evaluations of learning and teaching, and data sourced from the Learning Management System, was performed to evaluate the impact of online delivery of course content on student performance, satisfaction and engagement. The use of audio lecture recordings negatively impacted students’ perception of the overall quality of the course (including course organisation, learning strategies and learning resources). The subsequent implementation of e-learning designed video lectures was considered superior to audio recordings, albeit final grades were not significantly different between the delivery modes. However, student engagement was equal to, or better than face-to-face delivery, when content was designed specifically for an e-learning environment.

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