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.
Teaching Portrait
New approaches to teaching
Katja Politt, research assistant at the German Department of Leibniz University Hannover (until July 2024), presents the ‘inverted classroom’ method. She shows how students and teachers benefit when seminar input is processed in the form of text and video work before the event.
Prepare learning material for media use
It is advisable to prepare the learning material appropriately. Lecture recordings or instructional videos are often used for this purpose. In principle, however, other media formats such as literature, learning modules, audio contributions, etc. are also conceivable.
To support the acquisition phase, accompanying offers such as forums for clarifying uncertainties, compulsory study groups, short comprehension quizzes or questions about the video are useful. The face-to-face session can then build on the content that the learners have already covered. Formative tests or quizzes from the acquisition phase or the use of e-feedback can provide valuable feedback on the students' learning progress.
Integrate learning material
Videos can generally be integrated into Stud.IP or ILIAS via the ZQS/elsa Flowcasts system.
The ILIAS learning management system offers further possibilities, e.g. with learning modules or video annotations. You can find more information on this on our ‘Conveying content’ pages. We present feedback tools on the ‘Promoting learning processes’ pages.
We would be happy to advise you on the advantages and disadvantages of this method and the specifics of designing the self-study and classroom phases.
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