This contribution presents the redesign of the lab component within the Master’s level course Multibody Simulation at a faculty of engineering. The module consists of lectures, exercises, and the lab. While lectures and exercises continue as regular weekly face-to-face sessions with all notes and program codes provided via Moodle, the lab has been transformed into a fully asynchronous, self-paced format using Moodle as the primary platform. To receive course credit, students must complete all assigned lab tasks by the end of the semester, but they are free to choose when and how they work on them.

The digital lab includes a variety of task types: automatically graded coding exercises using the CodeRunner plugin, multiple-choice and numerical input questions to reinforce theoretical understanding, drag-and-drop image tasks to support visual learning, and simulation assignments that require the submission of program files for evaluation. Although regular attendance is no longer required for the lab, weekly sessions are still offered in a “help desk” format, where students can get support with technical or conceptual issues.

To better understand student engagement, learning analytics are applied by tracking metrics such as submission times, number of attempts, and task completion patterns. The results are used to evaluate the effectiveness of the format and to identify opportunities for further improvement.

Keywords: Multibody Simulation, Self-Paced Learning, Moodle, Learning Analytics, Engineering Education.