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Evaluating the flipped classroom approach using learning analytics

By T Lucke and Michael Christie


The Flipped Classrooms is a learning approach that has the potential to provide quality engineering education. However, there is a lack of evidence demonstrating its efficacy as a quality teaching practice. In this paper we quantify the effects that the flipped classroom approach had on the performance of students on their course assessment tasks. The flipped classroom approach was introduced for the first time to students in a second year Engineering Fluid Mechanics course to try to improve student motivation and engagement, and to try to improve cognition and understanding of the course material. Students worked through narrated, online eLectures prior to attending face-to-face workshop sessions. It was hypothesised that the more time students spent working through the weekly eLecture material, the better their results would be for the course assessment items. Learning analytics was used to investigate this hypothesis. Student viewing data was collected and analysed to determine whether there was a correlation between the total amount of time students spent on the weekly eLectures and their results for three of the summative course assessment tasks. The study found a poor correlation with the time students spent on eLectures and the correctness of their answers to the weekly quiz questions and to their exam marks. While student feedback on the flipped classroom method was overwhelmingly positive and clearly demonstrated that students enjoyed and embraced the new teaching and learning approach, this did not appear to translate into significant improvements in student cognition or deeper learning. Although the results of this initial study are generally inconclusive, and do not clearly either confirm or refute whether the flipped classroom approach was any more successful than traditional teaching approaches, the study has clearly demonstrated the intrinsic value of learning analytics as a tool to monitor student learning

Topics: FoR 1302 (Curriculum and Pedagogy), flipped classroom, learning analytics, classroom response systems, Mediasite
Publisher: Aalborg University Press
Year: 2015
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