The role of temporal patterns in students' behavior for predicting course performance: A comparison of two blended learning courses

In higher education, many studies have tried to establish which student activities predict achievement in blended courses, with the aim of optimizing course design. In this paper, we examine whether taking into account temporal patterns of student activity and instructional conditions of a course help to explain course performance. A course with a flipped classroom model (FCM) and a course with an enhanced hybrid model (EHM) were compared. The results show that in both cases, a regular pattern of activity is more effective than low activity. In the FCM, initial low activity is detrimental, whereas in the EHM the strategy of cramming later on in the course can still lead to higher course performance. In the FCM, a combination of face-to-face and online activity led to sufficient course performance, whereas in the EHM, face-to-face or online activity on its own could lead to sufficient course performance. This study offers a methodological and empirical contribution to exploring the role of patterns of activity and instructional conditions for course performance.     

Teachers’ perceptions of the usability of learning analytics reports in a flipped university course: when and how does information become actionable knowledge?

Educational technology research and development - The flipped classroom model is a form of blended learning in which delivery of content occurs with online materials, and face-to-face meetings are...