Understanding Student Behavior in a Flipped Classroom: Interpreting Learning Analytics Data in the Veterinary Pre-Clinical Sciences

Laura Dooley,Nikolas Makasis

doi:10.3390/educsci10100260

Laura Dooley, Nikolas Makasis

Open Access

https://doi.org/10.3390/educsci10100260

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Abstract

The flipped classroom has been increasingly employed as a pedagogical strategy in the higher education classroom. This approach commonly involves pre-class learning activities that are delivered online through learning management systems that collect learning analytics data on student access patterns. This study sought to utilize learning analytics data to understand student learning behavior in a flipped classroom. The data analyzed three key parameters; the number of online study sessions for each individual student, the size of the sessions (number of topics covered), and the first time they accessed their materials relative to the relevant class date. The relationship between these parameters and academic performance was also explored. The study revealed patterns of student access changed throughout the course period, and most students did access their study materials before the relevant classroom session. Using k-means clustering as the algorithm, consistent early access to learning materials was associated with improved academic performance in this context. Insights derived from this study informed iterative improvements to the learning design of the course. Similar analyses could be applied to other higher education learning contexts as a feedback tool for educators seeking to improve the online learning experience of their students.

Highlights

The flipped classroom delivery mode has been increasingly reported in the higher education literature over the past decade [1,2,3]
These studies have consistently reported increased student satisfaction, with some reporting increased academic performance and improved attendance when compared to traditional didactic delivery modes [6,7,8,9,10]
The objective of this study was to examine patterns of students’ behavior in interacting with online learning materials in a flipped classroom delivery mode, and to evaluate if these patterns of behavior were linked to academic outcomes

Summary

Introduction

The flipped classroom delivery mode has been increasingly reported in the higher education literature over the past decade [1,2,3]. Classroom time is allocated to engaging students in synchronous active learning activities In higher education, these active learning activities have been used as an opportunity for students to apply their knowledge to solve relevant disciplinary problems [5]. Studies of flipped classroom implementation in higher education have focused on student satisfaction as a primary outcome measure [1,3] These studies have consistently reported increased student satisfaction, with some reporting increased academic performance and improved attendance when compared to traditional didactic delivery modes [6,7,8,9,10]. It is surmised that improvements in academic performance are due to heightened engagement in active learning activities during class time, few studies have robustly evaluated the student learning behaviors which

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