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Flipped classroom (FC) is an active learning design requiring students to complete assigned pre-class learning activities in preparation for face-to-face sessions. Students' timely, regular, and productive engagement with the pre-class activities is considered critical for the success of the overall FC design, as these activities serve to prepare students for effective participation in face-to-face sessions. However, there is limited empirical evidence on the strength of association between students' regularity of engagement with the pre-class activities and their learning performance in a FC course. Hence, the current study uses learning trace data from three consecutive offerings of a FC course to examine students' regularity of pre-class learning activities and its association with the students' course performance. In particular, the study derives several indicators of regularity from the trace data, including indicators related to …