Student Use of a Single Lecture Video in a Flipped Introductory   Mechanics Course
  In the Fall of 2013, Georgia Tech offered a 'flipped' calculus-based introductory mechanics class as an alternative to the traditional large-enrollment lecture class. This class flipped instruction by introducing new material outside of the classroom through pre-recorded, lecture videos. Video lectures constituted students' initial introduction to course material. We analyze how students engaged with online lecture videos via 'clickstream' data, consisting of time-stamped interactions (plays, pauses, seeks, etc.) with the online video player. Analysis of these events has shown that students may be focusing on elements of the video that facilitate a 'correct' solution. 
John M. Aiken, Shih-Yin Lin, Scott S. Douglas, Edwin F. Greco, Brian   D. Thoms, Marcos D. Caballero, Michael F. Schatz
physics.ed-ph