Exploring the Use of Learning Analytics in a Flipped Classroom Setting: A Case Study

The educational landscape continually adapts and evolves in response to societal changes and the dynamic demands of the labor market, shaping the teaching and learning process. Active learning methodologies, in this context, have proven to be powerful tools. Among the most widely accepted active methodologies is the flipped classroom, wherein students assume a more active role, engaging in increased independent work at home and generating a greater number of assessable evidences compared to traditional models. This shift places additional demands on the teacher, not only in terms of class and content preparation but also in evaluation efforts. A potential solution to this challenge lies in the utilization of Learning Analytics tools. In this paper, we propose a Flipped Classroom experiment integrating these tools within the framework of the ILEDA project, summarizing both teacher perceptions and student outcomes.