Der Mix macht’s – Asynchron, synchron, inverted … von der Folienvertonung bis zum Experiment

Die Übertragung klassischer Präsenz-Lehre in den digitalen Raum erfordert durch die veränderten technischen Randbedingungen meist zwangsläufig eine Auseinandersetzung mit den Lernzielen und den Methoden der Lehrveranstaltung. Im Zuge dessen wurden die Erfahrungen der zunächst erfolgten Umstellung auf asynchron bereitgestellte kommentierte PowerPoint-Präsentationen bis hin zu einem anschließend testweise durchgeführten dreiteiligen Vorlesungskonzept reflektiert. Dieses Konzept sieht eine Kombination aus 1.) asynchronen Vorlesungen mit kommentierten Präsentationen, 2.) synchrone Vorlesungen mit „klassischer“ Erläuterung von vorbereiteten Präsentationsfolien als Webmeetings und 3.) Vorlesungen nach dem Prinzip des Inverted Classrooms vor. Die Evaluation der verschiedenen Vorlesungsformen durch ein und dieselbe Gruppe an Studierenden zeigte eine selbstkritische Wahrnehmung des Inverted Classrooms als geeignetes Element zur selbstständigen, semesterbegleitenden und tiefgreifenden Beschäftigung mit den Lehrinhalten. Die weiterhin vollzogene Adaptierung einer Experimentalvorlesung im digitalen Raum belegte die Bedeutung von Audience-Response-Systemen zur Förderung der studentischen Wahrnehmung aktiv Einfluss auf die Veranstaltung nehmen zu können.

Mobiles Lernen, Selbststeuerung und Gamification. Ergebnisse einer qualitativen Begleitstudie zu Chancen und Grenzen einer Inverted-Classroom-Veranstaltung in der Lehrer*innenprofessionalisierung

ZusammenfassungDer Ansatz des Inverted Classrooms verspricht eine gelungene Kombination aus flexiblem Selbstlernen und sozialem Lernen. Im vorliegenden Aufsatz wird eine um Methoden der Selbststeuerung und Gamification angereicherte, für die Lehramtsbildung entwickelte mobile Lernumgebung vorgestellt. Hierbei füllen die Studierenden in Onlinephasen eine persönliche „digitale Lehrer*innentasche“ mit Kompetenzen zur Vorbereitung auf die Präsenztermine. Die aus mehreren Elementen bestehende Begleitstudie legt offen, welche Aspekte der Lernumgebung die Studierenden als lernfördernd und welche als lernhemmend erachten.

The Impact of Using Inverted Classrooms on Promoting Extensive versus Intensive Reading Comprehension among Iranian Upper-intermediate EFL Learners

This study aimed to investigate the impact of inverted classrooms on promoting Iranian EFL learners’ extensive and intensive reading comprehension. To fulfil, 60 Iranian upper-intermediate EFL students out of 90 were chosen based on an Oxford Quick Placement Test. The selected participants were randomly divided into two experimental groups; intensive reading group (n=20) and extensive reading group (n=20), and a control group (n=20). Then, the three groups were pretested. After that, the researcher put the participants of both experimental groups in two inverted classrooms. Each inverted classroom was equipped with Internet, computer and projector and participants in this classroom were allowed to bring their Smartphones to the classroom and use them during learning. On the other hand, the control group receive no treatment and were taught in traditional instruction. The results of paired samples t-test and one-way ANOVA revealed that both experimental groups had better performance on their post-test compared to their pre-test. The results showed that there was not a significant difference between the performances of the experimental groups on the post-test. Finally, implications arising from the findings and suggestions for further research were explained.

Computers in education and learning

As we have already hinted, computers and the internet have made profound changes in how we learn. We begin this topic by reviewing influential visions and early prototypes suggesting how technology could revolutionize education. Early on, computers were used by educators to deliver online tutorials about subject material, administer drill-and-practice exercises on rote skills, act as supportive environ­ments for creatively exploring ideas through programming in English-like languages, and function as inexpensive, ubiquitous, and dynamic audio-visual resources. We shall then discuss other newer methods for using digital technologies to transform how students approach subject matter and how classrooms are organized. By using interactive simulation games, students learn by taking actions with respect to certain scenarios. Presentation aids such as PowerPoint and Prezi have replaced blackboards to present and elucidate concepts. Smart classrooms allow instructors and students access to technology that facilitates learning; inverted classrooms allow more effective use of class­room time by enabling students to prepare for lectures in advance and focus on working together with their teachers in class. Intelligent tutors are artificial intelligence (AI) programs that actively support student learning, diagnose student difficulties with the material, and then adapt tutoring strategies based on these findings. Next, we shall review how online learning has opened up new opportunities for adult and continuing education, whereby students can learn in their own time and at their own pace. The challenge online learning technology developers now face is to provide discussion forums, real-time chat capabilities, and methods for instructor feedback so that advantages of face-to-face interaction are not lost in web-based learning. Particularly exciting is the growth of worldwide learning communities via Massive Open Online Courses (MOOCs), an area of current expansion and creativity. While technology is now seen as instrumental in learning, there are still debates on the extent to which it should be used and how it should be used in education. A particularly prevalent dilemma is in middle and secondary schools. The issue is whether or not and how to encourage or disallow the use of mobile phones and other devices in classrooms.

Does “flipping” promote engagement?: A comparison of a traditional, online, and flipped class

“Flipped” or inverted classrooms are designed to utilize class time for application and knowledge building, while course content is delivered through the use of online lectures and watched at home on the students’ time. It is believed that flipped classrooms promote student engagement and a deeper understanding of the class material. The purpose of this study is to compare self-reported student engagement in three separate course modalities: traditional face-to-face lecture class, flipped class, and an online class. It is hypothesized that the flipped class will report higher levels of student engagement because of the nature of the active learning environment.

Flipped or Inverted Learning

A number of researchers have explored the use of multimedia to support instruction in inverted classrooms providing a functional approach for university face-to-face and hybrid courses. Students in inverted learning work online before class listening to prerecorded lectures and completing related activities reserving class time for problem solving, projects, authentic applications, and reflection. The purpose of this chapter is to explore the value of cognitive and metacognitive elements in flipped – also known as inverted – learning that promote active learning. Practical strategies for course design and technical considerations related to how multimedia tools can be used to deliver and support instruction are also addressed.