Abstract: This paper reports the implementation of an online orientation resource for undergraduate nursing students known as “Get Learning Online” at a regional university in Australia. It forms part of an educational design-based research study examining how activity-based orientation resources can support health science students making their transition to studying online. A learning analytics approach combining demographic and learning management system tracking data was used to examine levels of student engagement with the online resource. Key findings indicate that providing pre-semester access contributes to greater participation, with deeper engagement by students who were in the older age group, studying their first online course or studying by distance. There was no relationship between early academic grades and levels of student engagement. These results were used to refine the design principles underpinning the development of this resource and guide future development of resources to support students’ online learning journeys.