Usually, the subject matter is imparted in a lecture and the student then has to consolidate and practise the content of the lecture at home. In the inverted classroom – also known as the flipped classroom – the procedure is turned around. The students learn the material before the class, which then offers time for questions, discussions, consolidation, exercises, special practical examples and more, etc.
Processing the subject matter
It is recommended that the learning content is prepared in an appropriate manner. Lecture recordings or teaching videos are often used for this purpose. In principle other forms of media-based preparation, such as literature, learning modules, audio recordings, etc., can conceivably be used. Accompanying offers are helpful to support the acquisition phase, for example, forums to help with unclear issues, mandatory study groups, short quizzes to monitor understanding and questions about video clips. The face-to-face classes can then build on the content that the students have already spent time addressing. Formative tests or quizzes from the acquisition phase or the use of e-Feedback can provide valuable feedback on the students' learning progress.
Embedding content
Videos can generally be embedded using the ZQS/elsa Flowcasts-System in Stud.IP or ILIAS.
Further options are provided by the learning management system, ILIAS, e.g. learning modules or video annotation. You can find more information on this on our "Conveying Content" page. We introduce the various available feedback tools on the "Promoting Learning Processes" page.
We would be happy to advise you on the advantages and disadvantages of this method and on the particular issues involved in the design of both the independent acquisition phase and the face-to-face phase.
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30167 Hannover
30167 Hannover
