Flipped Classroom on Top – Excellent Teaching Through a Method-Mix

Larissa Köttgen (), Stefan Schröder, Esther Borowski, Anja Richert and Ingrid Isenhardt
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Larissa Köttgen: IMA/ZLW & IfU, RWTH Aachen University
Stefan Schröder: IMA/ZLW & IfU, RWTH Aachen University
Esther Borowski: IMA/ZLW & IfU, RWTH Aachen University
Anja Richert: IMA/ZLW & IfU, RWTH Aachen University
Ingrid Isenhardt: IMA/ZLW & IfU, RWTH Aachen University

A chapter in Automation, Communication and Cybernetics in Science and Engineering 2015/2016, 2016, pp 325-338 from Springer

Abstract: Abstract The continuing technological progress and changing conditions of studying have induced a demand for a realignment of academic teaching including the imparting of knowledge and competence transfer. The question “How do students learn?” gains a stronger focus of attention again. As a result, teachers take the tertiary didactical interventions and innovations into account. These trends are geared towards a “shift from teaching to learning” and call for a student-centred teaching (The Bologna Declaration 1999, p. 4). To meet the previously described developments, the Center for Learning and Knowledge Management at RWTH Aachen University presents a concept based on a didactical method mix. Within the framework of the course “Kommunikation und Organisationsentwicklung” (communication and organizational development, KOE) a combination of numerous methods established, already scientifically validated and positive evaluated methods plus new, innovative methods is used. The lecture is conceptualized mainly for first semester of mechanical engineering at RWTH Aachen University. The sessions discuss various content-related aspects of organizational development such as work and cooperation processes in a company or repercussions and challenges of worldwide division of labor. The didactical conception of the lecture combines the following elements: Based on the “Flipped Classroom” approach a participatory learning curve emerges for the students. The course consists of two central elements. First, there is the “KOE-Online-Lecture”, a video recording of the traditional lecture. In order to prepare for the “KOE-Discussion-Forum” they are able to watch the “KOE-Online-Lecture” in advance. The “KOE-Discussion-Forum” constitutes the second element; it takes place every week and provides the opportunity to discuss open questions or to hold lively debates. In practical-oriented tutorials for large groups the learning contents can be reflected and deepened. The plenary “KOE-Discussion-Forum” addresses several learning-types with different didactical concepts and demonstrates various ways of studying (Flechsig, K.-H. 1996, Kleines Handbuch didaktischer Modelle, Neuland). In the context of this paper the didactical concept of “KOE”, which hosts over 1,400 students, is described in detail in its complex methodological structure. Future efforts for a continuous optimization of the concept and an adaption of the target audience are delineated.

Keywords: Flipped Classroom; Excellent Teaching; Didactical Method-Mix (search for similar items in EconPapers)
Date: 2016
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DOI: 10.1007/978-3-319-42620-4_26

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