In this study we examine the question of whether or not students’ activities on an online learning content management systems (LCMS) can be an indicator for students’ performances in the course. We measure performance by grades in three different exams and we use variety of measures for quantifying the online activities. The data is collected from two sections of a two hundred level information systems course in a Midwestern university. Our data analysis results are partially consistent with findings of prior literature in this area that suggests importance of students’ consistent access to the course material throughout the semester. Our mixed results, however, calls for a closer examination of the measures that have been developed and used in the literature and their effectiveness in inferring students’ performance based on students’ online activities. The analyses presented here and similar models can help instructors plan course-related actions and implement interventions after close examinations of the data that is freely available to them through online learning content management systems.