Introduction.

Virtual learning environments enable users to create dynamics and learning facilitator spaces. To investigate the students’ use can identify patterns and help to an early detection of students at high risk of dropping out since correlations between its use and the academic performance have been described.

Materials and methods.

Seven virtualized spaces corresponding to four courses from three Health Sciences degrees taught in 2017/18 and 2018/19, with a total of 517 students were studied. Previously, logs had been extracted from every space, debugged and anonymized. Number of logins, of access to resources and to URL as well as the forums use were considered. A multiple correspondence analysis was applied followed by a hierarchical clustering analysis.

Results.

4 clusters, with sizes between 20.9% and 29.4% of the students, were obtained and characterized by differential behaviors of the virtual campus use. Relationships can be established with final grades as well as theory’ and practical’ grades. Results pointed out that the lower interaction in virtual campus, the lower the grades, while the higher interaction, the higher the marks.

Conclusions.

Our study pinpoints different student clusters with homogeneous virtual campus behavior and establishes relationships with the academic performance.

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