Flipped Classroom 2.0: A New Teaching Concept : Selected Issues in Critical Information Infrastructures, Winter Term 21/22

Background: Students lack the motivation to learn continuously during the semester, which has been identified as a widespread problem. Instead, they opt for condensed learning during the exam period. These students contribute less to the teaching process and settle for a passive role within the academic system. As a result, the content learned is forgotten shortly after the exams, and the teaching objectives are not fully achieved.
Objective: In this paper, we aim to develop a teaching concept for a university course that increases the involvement of students in the teaching process. For this, the given courses have to be more interactive and practice-oriented. Besides, the concept should allow self-evaluation during the learning phase and not only during the final examination. Due to the Covid19 pandemic, it should also be possible to implement the designed concept online or face-to-face at the university.
Methods: The teaching model in this paper is utility-oriented and sets the students´ needs and requirements on top of the concept development process. An analysis of students’ experiences combined with a literature search on existing teaching and learning theories has led to a rough concept design. ... mehrThis first sample has been validated through focus group discussions among students and by getting feedback from university lecturers. In addition, we conducted an experimental interactive tutorial session on a group of students. Accordingly, we evaluated the concept’s pros and cons to bring the necessary adjustments and realize the final concept version, namely “Flipped Classroom 2.0”.
Results: The resulting concept, namely “Flipped Classroom 2.0”, combines online lecture videos with regular interactive “Bootcamp” meetings to consolidate what has been learned. Learning the theoretical basics is accompanied by a compulsory semester project, in which the students transfer their theoretical knowledge into practice. The lecturers provide the uploaded lecture videos, whereas students prepare in advance summaries and quizzes related to the respective chapters of the learning content. Students work in groups on the semester project to solve issues related to subject-specific use cases.
Conclusion: “Flipped Classroom 2.0” meets the set objectives regarding the involvement of students in the teaching process. Participation in the “Bootcamps” allows a paradigm shift from a passive to an active student role. Continuous learning during the semester is ensured, and flexible implementation of the concept is possible.