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Challenges and perspectives in an undergraduate flipped classroom experience: Looking through the lens of learning analytics

Recent technical and infrastructural developments posit flipped classroom approaches ripe for exploration. Flipped classroom approaches have students use technology to access the lecture and other instructional resources outside the classroom in order to engage them in active learning during in-class time. Scholars and educators have reported a variety of positive outcomes of a flipped (or inverted) approach to instruction. Although, flipped classroom practices have been used in a number of education studies, the detailed framework and data obtained from students' interaction with the technology materials are typically not described. In this paper, we present a flipped classroom framework and the first captured results of such data. The framework incorporates basic e-learning tools and traditional learning practices, making it accessible to anyone wanting to implement a flipped classroom experience in his/her course. The framework is structured on open-source and easy-to-use tools, allowing for the incorporation of any additional specificities of a course. This work-in-progress can provide insights for other scholars and practitioners to further validate, examine, and extend the proposed approach. This approach can be used for those interested in incorporating flipped classroom in their teaching, since it is a flexible procedure that may be adapted to meet their needs.