The study explores the integration of Learning Analytics with the Flipped Classroom approach to improve student learning outcomes. The resultant Data-Enabled Flipped Learning (DEFL) model seeks to tackle challenges students face in comprehending and assimilating knowledge in a Business Analytics course. Educators can adapt teaching methods to individual student needs by strategically using pre-class surveys, in-class interventions, and post-class feedback. The efficacy of the DEFL model is shown via a quasi-experimental design, which highlights significant enhancements in students’ understanding of specific topics. Interestingly, students who initially assessed themselves lower showed notable improvement in performance. A comparison of cohort grades further reinforces the model’s capacity to elevate overall course outcomes. While recognising its constraints and proposing future refinements, the research emphasises DEFL’s potential to redefine contemporary education, providing educators with an effective instrument for tailored instruction and enhanced student achievements.
Cite this paper
Seng, E. and Chuan, N. C. (2023). Integrating Learning Analytics into the Flipped Classroom: A Study on Data-Enabled Flipped Learning. Open Access Library Journal, 10, e692. doi: http://dx.doi.org/10.4236/oalib.1110692.
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