In a flipped-classroom study analyzed through the Community of Inquiry lens, several factors were found to contribute to learning:

• The educational videos supported learning through Teaching Presence (the instructional design and organization function): they integrated resources, organized the theory, highlighted what was important, provided summaries, supplemented the textbook with explanations, and illustrated ideas with relevant examples.
• Students who arrived unprepared could not answer the questions, contribute to the subsequent group discussions, or pose questions and clarify misunderstandings during discussion and reflection. After the first seminar, all students arrived suitably prepared.
• There was no correlation between student grades and video-access behavior, suggesting that video use was a personalized activity reflecting individual learning preferences and personal circumstances.
• Blackboard (Bb) trace data in both cohorts showed near-identical dates and frequency of accessing the videos and slides, suggesting they were studied together.