More than one way to flip a class: learning analytics for mixed models of learning

Abstract

This case study presents personal experiences in the reuse of materials, originally prepared for a small-scale MOOC, in face-to-face flipped classroom and blended learning teaching.  While some of the literature on the flipped classroom suggests a quite uniform pedagogic style for each class, albeit differing between advocates, the experience of the author was far more pedagogically diverse depending on the type of material and workload of the students.   Fine-grain learning analytics were also critical; these both allowed targeted feedback (enhancing student learning) and gave a sense of control (enhancing academic motivation and well being).