Lessons Learned from Implementing an Inverted Classroom Model

Abstract

For the inverted classroom concept to be successful, it is imperative that students prepare themselves for the classroom event. In order for the students to be motivated for self-learning in advance, an added value must arise for them through the preparation. To achieve this, the self-learning content and the in-depth practical content must be successfully interlinked within the classroom event so that the self-learned content can be linked to examples and thus lead to sustainable learning success. This paper illustrates this challenge by means of an exemplary implementation of an inverted classroom concept for the lecture "Production Management and Logistics" at Leibniz University of Hanover. During the piloting of the concept, it was found that a complete digitization of the learning content does not lead to any added value for the learning success. Thus, the experiences from the piloting were analyzed and the concept was adapted accordingly. The adaptations made it possible to build on the self-learned content in the classroom and thus successfully dovetail the self-learning phase and the lecture as part of an inverted classroom.