The purpose of this mixed method research study was to examine relationships in student and instructor activity logs and student performance benchmarks specific to enabling early intervention by the instructor in a Learning Management System (LMS). Instructor feedback was collected through a survey instrument to demonstrate perceived importance of online activity compared to actual activity data examined within online courses. This combined approach of instructor perceived importance of LMS modules and active use of the LMS modules are weighted consistently to student performance. Educational data mining is rapidly emerging as significantly important by administrators seeking to grow their institution's online course offerings (Baepler & Murdoch, 2010). This study attempted to demonstrate, through data mining techniques and survey results, predictive relationships between LMS activity and student performance in online undergraduate courses fulfilling one of Idaho State University's Twelve General Education Goals. LMS activity has been identified as a potential indicator of success by several researchers; however, missing from the literature is evaluation of both student and instructor LMS activity to determine predictive relationships in student performance (Bedi & Lange, 2007; Campbell, 2007; Macfadyen & Dawson, 2010). In the data analysis, correlation and multiple regression statistics were applied to user activity logs (i.e., total actions, total resource actions, and total activity actions) mined from the Modular Object-Oriented Dynamic Learning Environment (Moodle) LMS. Instructor total actions did not demonstrate significant predictive relationships with student performance measures (i.e., student grades and achievement levels). Significant positive relationships, however, existed between student total actions and student performance measures when applying correlation techniques, which supports the current literature. As demonstrated in the survey results, instructors perceived students' activity as important in online courses. When comparing results of the data analysis, activities and resources used by both instructor and students were found to be complimentary with what was perceived important by the instructor. While additional work remains, the LMS activity variables and instructor perception variables can be identified as potential starting points for administrators seeking to improve student persistence and performance initiatives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]