The Flipped Classroom (FC) is an instruction method, where “events that have traditionally taken place inside the classroom now take place outside and vice versa”, which has known a significant surge of popularity in the past decade. In FCs, different types of activities may take place depending on the session type (pre-class, in-class, or after-class), the learning objectives to fulfil, the type and size of the class, the available infrastructure, the time available etc. In order to support the activities taking place in FCs, instructors can use various technological tools and online environment, especially to support the preparation of students before class. A marked recent trend in the FC is the increased use of Learning Analytics (LA) to support the development of the FC and students’ reflexive learning. However, there has been no systematic investigation into combining LA and the FC, and it appeared that there was a lack of research on the issue. The aim of this paper is to investigate the literature on applications of LA in FCs, and to determine the best practices and needs for technological development supporting LA in the FC. In order to perform this study, we did a scoping review of literature in the subject to determine research trends in the use of LA in the FC. We conclude that there is great potential to use LA in the FC, and try to project where further research is heading.
|Conference||18th European Conference on e-Learning|
|Period||07/11/2019 → 08/11/2019|
|Series|| Proceedings of the European Conference on e-Learning |