Flipped classrooms are becoming increasingly popular, particularly when teaching non-native speaking students.
Existing research has largely focused on examining academic performance and students’ perceptions of the learning
process. This exploratory study uses log-file data to identify hidden patterns of student online behaviour in a flipped
classroom environment for a cohort of students, with special attention to their command of the home language of the
institution. Using cluster analysis, categories were identified regarding when and how often online flipped lessons were accessed: (i) before class, (ii) after class and before a weekly exam, and (iii) after the weekly exam but before an
assignment. Gender and the average number of minutes the lessons were accessed before each time period were
also considered. Findings indicated that there was sustained access to flipped materials throughout the semester for
all students. In addition to accessing online lessons prior to class, students also accessed online lessons prior to
weekly exams and project submission deadlines, indicating the value of such material for revision. Interestingly, two
clusters of non-native English-speakers were identified where one group accessed the material more often than native students, and the second group accessed the material less frequently than the native English-speaking students