Rising tuition and stringent accreditation standards increase the pressure educators feel to improve student learning using active teaching techniques. The flipped classroom allows educators to use externally viewed videos to focus on in-class time for problem-based learning. The flipped classroom is a recent pedagogical model in Engineering Technology classes Video learning analytics are an important tool to understand student engagement and usage of flipped classroom video resources. Video analytics can also help instructors understand and continuously improve the effectiveness of the video lecture class component. This research used video analytics of a Fluid Mechanics & Fluid Power Engineering Technology flipped class to determine who watches videos, where they watch, when they watch, and on what devices students watch flipped classroom videos over multiple semesters/sections. Results show a very high percentage of students watch the video before class, most students watch in close proximity to the campus (based on IP address analysis), within one/two days before the class. Some students re-review sections of videos before tests, and use multiple mobile and desktop devices that at times shift during the semester. Video analytics allow the instructor to adjust video content knowing who watches, and where, when and how these flipped classroom videos are used by students.

Date of creation, presentation, or exhibit



©2018 American Society for Engineering Education

Document Type

Conference Paper

Department, Program, or Center

Manufacturing and Mechanical Engineering Technology (CET)


RIT – Main Campus