  In the Fall of 2013, Georgia Tech offered a 'flipped' calculus-based
introductory mechanics class as an alternative to the traditional
large-enrollment lecture class. This class flipped instruction by introducing
new material outside of the classroom through pre-recorded, lecture videos.
Video lectures constituted students' initial introduction to course material.
We analyze how students engaged with online lecture videos via 'clickstream'
data, consisting of time-stamped interactions (plays, pauses, seeks, etc.) with
the online video player. Analysis of these events has shown that students may
be focusing on elements of the video that facilitate a 'correct' solution.
