The use of the flipped classroom (FC) model in higher education is becoming increasingly common. Although the FC model has many benefits, there are some limitations using this model for learners who do not have self-directed learning skills and do not have a developed learner autonomy. One of these limitations is that students with low academic self-efficacy (ASE) cannot improve their problem-solving skills (PSS). In the FC model, it is thought that these problems can be solved and supported by providing learning analytics to the learners and making recommendations and guidance based on these results. The aim of this study is to investigate the effect of recommendations and guidance based on learning analytics on ASE and PSS. The research was conducted according to experimental design with pretest–posttest control group and mixed methods approach (QUAN + qual) was used. This study was carried out on 44 university students randomly assigned to experimental group (LA group) and control group (non-LA groups). While feedback messages showing learning analytics to LA groups students were sent via learning management system (LMS) on a weekly basis, non-LA groups students did not receive any feedback messages. The experimental process of the study continued for 7 weeks within the FC model. Research data were obtained through ASE scale, problem-solving inventory and student opinion form. The results of the research show that sending feedback messages showing learning analytics to students has a statistically significant effect on their ASE and PSS. The qualitative findings of the study confirm the results obtained from the quantitative findings. Based on the current implementation, various suggestions were summarized for instructors, instructional designers, and researchers.

在高等教育中使用翻转教室（FC）模型变得越来越普遍。尽管FC模式有很多好处，但是对于没有自我指导的学习技能和没有发达的学习者自主权的学习者，使用此模型存在一些局限性。这些限制之一是学业自我效能感（ASE）低的学生无法提高其解决问题的能力（PSS）。在FC模型中，认为可以通过向学习者提供学习分析并根据这些结果提出建议和指导来解决和支持这些问题。这项研究的目的是调查基于学习分析对ASE和PSS的建议和指导的效果。这项研究是根据实验设计进行的，前测-后测对照组采用混合方法（QUAN + qual）。这项研究是针对44名随机分配到实验组（LA组）和对照组（非LA组）的大学生进行的。虽然每周都会通过学习管理系统（LMS）向LA组学生显示显示学习分析的反馈消息，但非LA组学生没有收到任何反馈消息。在FC模型中，研究的实验过程持续了7周。研究数据通过ASE量表，问题解决清单和学生意见表获得。研究结果表明，向学生发送显示学习分析的反馈消息对他们的ASE和PSS具有统计学上的显着影响。该研究的定性发现证实了从定量发现中获得的结果。基于当前的实现，为教师，教学设计师和研究人员总结了各种建议。