The present article is aimed at analyzing the effects of learning analytics on students' self-regulated learning in a flipped classroom. An experiment was conducted with 96 engineering students, enrolled in a subject offered in the Flipped Classroom model. The students were divided into two groups: an experimental group (N = 51) and a control group (N = 45). After each learning unit, while the control group did not have access to any learning analytics resources, students from the experimental group received a bulletin with feedback to support Self-Regulated Learning. The levels of student self-regulation were measured through questionnaires at the beginning and the end of the course. The analysis of the collected data revealed that the bulletin promoted significant effects in self-regulated learning in the experimental group, stimulating the self-reflection and colleague's support search for clarifying doubts. These results demonstrate that learning analytics can be used to promote self-regulated learning in flipped classrooms, helping students identify strategies that can increase their academic performance.

O presente trabalho teve por objetivo avaliar a usabilidade de um dashboarddestinado à Autorregulação da Aprendizagem de estudantes em Sala de Aula Invertida. O método adotado contemplou a convergência de múltiplas fontes de evidência, com a triangulação de dados coletados por meio do questionário SUS e de observação. Segundo a opinião de trinta e nove usuários que colaboraram com a pesquisa, mesmo com algumas sugestões de melhoria, a usabilidade do recurso avaliado é satisfatória. Além disso, os resultados apontam que o artefato pode ser utilizado para a promoção da Autorregulação da Aprendizagem na Sala de Aula Invertida, principalmente, na autorreflexão do estudante sobre o seu comportamento no contexto educacional.

The adoption of the Flipped Classroom methodology is a new trend in the field of education, with a growing number of publications showing significant impacts on student behavior and performance. This methodology encourages the student to study the curricular content before attending the classroom, whereas the classroom becomes a place for active learning that focuses on discussions, questions and practical activities. In the Flipped Classroom, the student's performance is dependent, mainly, on activities outside the classroom conducted at a distance. These activities require a more active posture of the student in the management of their studies and, because of this requirement, research on Flipped Classroom points to the need to develop approaches that promote Self-Regulated Learning. In this sense, this study aimed to evaluate the usability of a Learning Analytics resource dedicated to Self-Regulation Learning in Flipped Classroom. The adopted method contemplated the convergence of multiple sources of evidence, with the triangulation of data collected through the SUS questionnaire and observation. According to the opinion of thirty-nine users who collaborated with the research, even with some suggestions for improvement, the usability of the evaluated resource is satisfactory and, in addition, the artifact stimulates the reflection of the student, offering information that favors the self-regulating processes in the Flipped Classroom.