This research aims to investigate into the effect of using learning analytics (LA)-based process feedback on students' perceptions of community of inquiry (teaching, social and cognitive presence) and their reflective thinking skills. By using a mixed-method research approach (QUAN + qual), this study was conducted as an experimental design with the pretest-posttest control group. A total of 104 university students who were randomly assigned to the experiment group (EG) and control group (CG) were recruited in this study. The procedure was conducted within the scope of the computing course based on the flipped classroom (FC) model. While the participants in the EG received LA-based process feedback which shows their LA results in a weekly manner, those in the CG did not get any LA-based process feedback. The data were collected through the Community of Inquiry Scale, the Reflective Thinking Scale and a semi-structured student opinion form. The findings indicated that sending feedback including the students' LA results had a statistically significant effect on the students' perceptions of community of inquiry and reflective thinking skills. Based on the findings of the study, several recommendations for teachers, instructional designers and researchers have been made.