Investigating student engagement with intentional content: An exploratory study of instructional videos

In recent years, flipped classrooms have become increasingly popular in higher education envi-ronments. In tandem, there is an increasing interest in engagement analytics and educational data mining to identify how students directly engage with content and resources. The Flipped Learning Network (FLN) defines flipped learning as a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space. The resulting group space is trans-formed into a dynamic, interactive learning environment where instructors guide students as they apply concepts and engage creatively with subject matter. To engage in flipped learning effec-tively, instructors incorporate four pillars into their educational practice (F-L-I-P): Flexible Environment, Learning Culture, Intentional Content and Professional Educator. This study focuses primarily on one pillar of F-L-I-P i.e., Intentional Content, provided to maximise classroom time, to better utilise teaching and learning methods for a more student- centred, active learning experience. This exploratory study uses log-file data generated by the Learning Management System (LMS) to identify patterns, usage, and engagement of 468 under-graduate students. Firstly, the study investigates what intentional content students effectively engage with, for learning. Secondly, it investigates usage frequency and specific intervals, with a view to identifying critical times in the semester where intentional content is perceived as essential by students. Thirdly, the study explores how intentional content supplements other el-ements of the FLIP environment. Preliminary findings indicate a discernible pattern of usage, and usage frequency of intentional content amongst students. Engagement is ad hoc; and in the main the behaviour is fragmented, inconsistent, and disjointed-overall students are not engaging effectively and consistently. Additionally, the distribution of intentional content engagement is skewed towards the start and end of semester, emphasising these intervals as critical points. Of note, more consistent behaviour is adopted at the beginning of the module, however students become less engaged with all content as the term progresses. Conversely, a change in student behaviour is observed as the term comes to a close, whereby more positive patterns emerge -perhaps attributable to pending examinations.