Investigating student engagement with intentional content: An exploratory study of instructional videos

In recent years, flipped classrooms have become increasingly popular in higher education environments. In tandem, there is an increasing interest in engagement analytics and educational data mining to identify how students directly engage with content and resources. The Flipped Learning Network (FLN) defines flipped learning as a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space. The resulting group space is transformed into a dynamic, interactive learning environment where instructors guide students as they apply concepts and engage creatively with subject matter. To engage in flipped learning effectively, instructors incorporate four pillars into their educational practice (F-L-I-P): Flexible Environment, Learning Culture, Intentional Content and Professional Educator.

This study focuses primarily on one pillar of F-L-I-P i.e., Intentional Content, provided to maximise classroom time, to better utilise teaching and learning methods for a more student-centred, active learning experience. This exploratory study uses log-file data generated by the Learning Management System (LMS) to identify patterns, usage, and engagement of 468 undergraduate students.