In recent years, flipped classrooms have become increasingly popular in higher education environments. 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 transformed 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 effectively, 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 undergraduate 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 elements 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.

近年来，翻转教室在高等教育环境中变得越来越流行。同时，人们越来越关注参与分析和教育数据挖掘以识别学生如何直接与内容和资源互动。翻转学习网络（FLN）将翻转学习定义为一种教学方法，其中直接指导从小组学习空间转移到个人学习空间。由此产生的小组空间被转换成一个动态的，互动的学习环境，在此指导老师指导学生应用概念并创造性地与主题互动。为了有效地进行翻转学习，讲师将四个支柱纳入他们的教育实践（FLIP）：˚F lexible环境，大号赚取文化，我ntentional内容和P rofessional教育家。

这项研究主要集中于FLIP即一个支柱，我ntentional内容，提供最大化的课堂时间，以更好地利用教学和学习方法的学生为中心，主动学习的经验。这项探索性研究使用由学习管理系统（LMS）生成的日志文件数据来识别468名本科生的模式，用法和参与度。首先，该研究调查了学生有效地参与学习的故意内容。其次，它研究使用频率和特定间隔，以期确定学期中的关键时间，在该时间中，学生将故意内容视为必不可少的内容。第三，研究探索了故意内容如何补充FLIP环境的其他元素。

初步发现表明，学生中有明显的使用方式和故意内容的使用频率。参与是临时的；从总体上讲，这种行为是零散的，前后不一致的，而且彼此脱节，总体而言，学生的参与不是有效而持续的。此外，有意参与内容的分布偏向学期的开始和结束，强调这些时间间隔是关键点。值得注意的是，在本模块开始时采取了更加一致的行为，但是随着学期的进行，学生对所有内容的参与度降低。相反，随着学期的结束，学生的行为发生了变化，从而出现了更多的积极模式-可能归因于即将举行的考试。