Inverted Classroom an der Hochschule Karlsruhe - ein nicht quantisierter Flip

TL;DR

This paper discusses the implementation and evaluation of the Inverted Classroom method at Hochschule Karlsruhe, highlighting practical adaptations and the role of external support in transitioning to flipped classes.

Contribution

It presents real-world examples of adapting and testing the Inverted Classroom approach in higher education with external guidance.

Findings

Gradual implementation of flipped classrooms

Customized adaptations to course needs

External support facilitated transition

Abstract

When does a course count as 'inverted'? When first faced with a new teaching method, deliberate lectures may want to test it without abandoning the advantages of the established method. Aftes the experiment they have to evaluate additional benefits of the new system for teacher and student. Considering the high workload of lecturers, the help of a third party may be useful to obtain an objective assessment of the results during such a transition. At the University of Applied Sciences 'Hochschule Karlsruhe - Technik und Wirtschaft' in Germany, the SKATING project, funded by the German Federal Ministry of Education and Research (BMBF), offers among other things individual technical and didactic advice. This includes practical help with the development, implementation and testing of innovative lecture formats like the Inverted Classroom Method (also known as flipped class). When Professors at the University stated their interest in this approach, varying teaching projects on its implementation and evaluation were initiated. The main focus was the adaption of the method to the individual needs and wishes of professors, course and students. Several examples of a gradual lecture transformation are presented.