Network Analytics to Unveil Links of Learning Strategies, Time Management, and Academic Performance in a Flipped Classroom

Abstract

Preparatory learning tasks are considered critical for student success in flipped classroom courses. However, less isknown regarding which learning strategies students use and when they use those strategies in a flipped classroomcourse. In this study, we aimed to address this research gap. In particular, we investigated mutual connectionsbetween learning strategies and time management, and their combined effects on students’ performance in flippedclassrooms. To this end, we harnessed a network analytic approach based on epistemic network analysis (ENA) toanalyze student trace data collected in an undergraduate engineering course (N = 290) with a flipped classroomdesign. Our findings suggest that high-performing students effectively used their study time and enacted learningstrategies mainly linked to formative and summative assessment tasks. The students in the low-performing groupenacted less diverse learning strategies and typically focused on video watching. We discuss several implicationsfor research and instructional practice.