In the inverted classroom, students must independently learn the educational content of a course. The task of the instructor, meanwhile, is to provide the students with the resources they require to accomplish this goal. Such resources may include worksheets, bibliographies, or instructional videos. Depending on the discipline and topic, videos can present valuable advantages when compared to books:
In many cases, finding literature tailored to a target group of students is a difficult undertaking. Instructional videos by lecturers, on the other hand, can address knowledge gaps that frequently occur among students and also focus on issues that textbook authors shed little light on.
Furthermore, Christian Spannagel emphasizes how valuable it is to be able to convey to students in videos what the process of argumentation – with mistakes, incorrect lines of reasoning, pauses – looks like; something that books are unable to provide.
The greatest benefit of the IC lies in the refinement of face-to-face teaching. The outsourcing of teaching content means that time spent in the actual course room can be used to focus more strongly on current topics, to conduct in-depth, expert discussions, or to work on challenging assignments. The resulting increased interaction between lecturers and students affords an overview of the current state of the students’ knowledge which would otherwise hardly be feasible. Gaps in the students’ comprehension can thus be identified and corrected more quickly. This is accompanied by the opportunity for asynchronous learning: high-achieving participants can work on more challenging tasks in the classroom, while students who experience difficulties understanding the course content receive targeted support from the teacher, enabling them to catch up quickly.
Prof. Dr. Clemens Müller (Biophysics, Albstadt-Sigmaringen) also refers to a cycle of overload and passivity – especially in the introductory phase of study. Young adults encounter many new requirements (first time living in their own apartment, establishing new contacts, an unfamiliar learning environment, unusually high level of abstraction in their subjects of study) simultaneously. Doubts and subsequent capitulation to these new challenges, and thus the surrender of personal responsibility, may follow, and the result is high failure rates in introductory courses. Dr. Clemens sees ICM as a possible solution to this issue of passivity.