Demonstrating the impact of study regularity on academic success using learning analytics

Students can be described as self-regulated learners when they are meta-cognitively, motivationally, and behaviourally active participants in their own learning. Flipping the classroom requires from students good self-regulated learning skills, primarily time management and study regularity, as they must have engaged in learning activities prior to attending live classes. In this short paper, we describe our approach of using learning analytics to demonstrate the impact of study regularity on academic success in a flipped learning environment. Our key contribution is the definition of a measure of study regularity that can uncover various students' learning profiles during flipped learning. We are showing that the regularity measure correlate strongly with academic success and that it can be used to predict students' performance. We then discuss how such a measure can also be used to raise student's awareness about their learning behaviour and lack of appropriate strategy, to nudge the students into modifying their learning behaviour, and to monitor class behaviour, such as detecting a worrying students' disengagement trend.