Teaching with the Flipped Classroom Model!
Instead of face-to-face (or frontal) teaching, video lessons are made available to students as preparation for the course. Seminars give students the chance to work with others—for example, it helps them solve tasks and take part in discussions. Additionally, the learning platform records the meetings, and gives numerous exercises and self-tests.
In order to evaluate the concept, the choice fell on a combination of qualitative and quantitative methods: Guided interviews and standardized questionnaires. The first results show a positive picture: For all the seminar participants who were questioned, the self-learning phase posed no problem. They all had had a look at all videos before the presence phase.
The free time division did not cause any difficulties. For example the students were able to make their ideas clear without asking questions, as is otherwise usually done in seminars. The concept seems to be suited to students with good as well as poor knowledge of mathematics. With the videos, the inhibition threshold in dealing with statistics apparently sinks, even though it is judged to be difficult.