This study examines the relationship between student engagement with digital resources and final module grade in a particular mathematics module delivered online in an Irish technological university. Measures of student engagement with the module are defined and calculated using data from virtual learning environment. These measures are analyzed to provide a description of students' online study habits. We make an initial distinction between resources provided by the lecturer that are "lecture-based" or "exam-focused." We further categorize student engagement with these resources as "active" or "passive" and consider these measures of student engagement in an online context. With these categories and measures in mind, we then examine the correlation between student engagement and final module grade using a multivariable linear regression model.