Can we analyze different ways that the LMS is used and make recommendations for course designs that will improve engagement? Drawing on two studies of differing scale, conducted independently -- 1,400 courses at UMBC in 2013-14 and 70,000 courses hosted by Blackboard in 2016 -- this article will discuss complementary (and contrasting) methods and findings, and explore implications about LMS course redesign as a scalable form of institutional intervention for improved student achievement.
