Abstract
Although the concept of inverted classroom has gained increasing attention in academic teaching, it is still unclear for which type of students inverted classroom models (ICM) really work out. The purpose of our study is to analyse the impact of ICM on the improvement of learning success for different student types. Therefore, our research provides answers to the following research questions: For which type of students does ICM really work out regarding their learning success? Whether and how far do ICM need to be adapted in order to meet the individual needs of heterogeneous student groups? An empirical study with 178 cases was conducted in four courses that have adopted ICM at an University of Applied Science in Germany. Based on five different learning behaviours, three different learning types were identified. Students showing particular learning behaviours need additional, but discriminative support for their learning success. The insights of this paper help to modify the concept of ICM so that it satisfies the needs of different types of learners.
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Hagemus-Becker, N., Roemer, E., Ulrich, H. (2020). For Which Type of Students Does the Inverted Classroom Model Work Out?. In: Auer, M., Tsiatsos, T. (eds) The Challenges of the Digital Transformation in Education. ICL 2018. Advances in Intelligent Systems and Computing, vol 916. Springer, Cham. https://doi.org/10.1007/978-3-030-11932-4_11
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