Learning analytics dashboard (LAD) to support self-regulated learning in flipped classroom

The flipped classroom model has gained prominence as advances in technology afford increasing opportunities for ubiquitous access to a variety of online resources. Despite the benefit of the flipped classroom model, flipped classrooms are not equally advantageous to all students due to its self-regulated nature. This study explored the use of a Learning Analytics Dashboard (LAD) as a means of supporting students self-monitoring and reflection in the flipped classroom. The LAD was grounded in the literature of self-regulated learning. Students self-regulated learning, behavioral, emotional, and cognitive engagement, and learning performance were examined through two studies. The results indicated that the LAD group experienced a higher self-regulated learning, behavioral engagement in pre-class sessions, cognitive engagement in in-class sessions, emotional engagement in both pre- and in- class session, learning performance than the non-LAD group. Interviews suggested that the LAD helped students to manage their learning progress. Implications for future research and directions for design and implementation of the LAD are described.