A learning analytics tool for the support of the flipped classroom

Nowadays, there are quite a few experiences of the use of the flipped classroom (FC) in engineering education due to their advantages in comparison with the traditional methodology. The possibility of promoting students’ active learning under the FC can lead to improvements in the learning outcomes....

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Bibliographic Details
Published in:Computer applications in engineering education 2019-09, Vol.27 (5), p.1168-1185
Main Authors: Rubio‐Fernández, Aarón, Muñoz‐Merino, Pedro J., Delgado Kloos, Carlos
Format: Article
Language:English
Subjects:
active learning
Classrooms
Engineering education
Flipped classroom
interventions
Learning
learning analytics
Methodology
Students
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Summary:Nowadays, there are quite a few experiences of the use of the flipped classroom (FC) in engineering education due to their advantages in comparison with the traditional methodology. The possibility of promoting students’ active learning under the FC can lead to improvements in the learning outcomes. Nonetheless, there are several issues that arise when using the FC (such as the students’ need of preparing the face‐to‐face lesson) that must be addressed. To take advantage of the whole potential of the FC, we propose the application of learning analytics (LA) to improve the FC. In particular, we define a methodology that proposes a set of recommended actions to be done to enhance a specific type of flipped classroom through LA. Moreover, we present a LA tool designed and implemented specifically for this methodology. This tool allows teachers to obtain relevant information needed to improve their FC experiences. The information is provided using several visualizations that are analyzed and explained in detail. We illustrate the use of the tool with students from engineering courses.
ISSN:1061-3773
1099-0542
DOI:10.1002/cae.22144