Professional practice coursework is a cornerstone of engineering education, particularly where access to industry placements is limited. The Faculty of Engineering has consolidated its final-year discipline-specific professional practice units into a unified framework supported by a suite of online, self-paced modules. These modules, which cover topics such as ethics, sustainability, and project management, are aligned with the CDIO (Conceive–Design– Implement–Operate) framework to provide consistent, scalable learning across engineering disciplines. The modules include a mix of readings, case-based tasks, videos, and auto-graded quizzes to engage students and support active learning. This case study explores the design and initial evaluation of these modules from an educational designer’s perspective, specifically examining how CDIO principles were applied to structure the learning experience. Early engagement analytics revealed discrepancies between the intended and actual use of the modules. Analysis of student behaviour indicated early access to content with minimal re-engagement, a limited uptake of optional materials, and quiz attempts that were often disconnected from the broader learning experience. These findings suggest that while the design aimed to encourage active participation, sustained engagement with the material was less evident than anticipated. This paper discusses the implications of these findings for online module design, particularly in the context of professional practice education. The study highlights the need for further investigation into how learning analytics can inform design iterations, ensuring that CDIO principles are fully realised in digital learning environments. By focusing on behavioural data and design alignment, this study contributes to a broader understanding of the challenges and opportunities in creating engaging and effective online learning experiences for large, diverse student cohorts.
