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Effectiveness of Using Interactive Targeted Inverted (IGT) – Education on Students’ Learning at the Technische Universität Berlin
Citation key SchmKrusEgbe2017ys
Author Franz-Josef Schmitt and Fabian Kruse and Franziska Egbers and Sascha Delitzscher and Thilo Schönnemann and Bianca Theis and Svea Wilkening and Marcus Moldenhauer and Ricarda Wiehe and Mario Willoweit and Csongor Keuer and Ahmad Aljanazrah and Thomas Friedrich
Title of Book Proceedings of Society for Information Technology & Teacher Education International Conference 2017
Pages 2146–2153
Year 2017
Address Austin, TX, United States
Month March
Editor Paul Resta and Shaunna Smith
Publisher Association for the Advancement of Computing in Education (AACE)
Abstract Within the frame of a study reform project “educationZEN” at the Technical University of Berlin, online educational videos have been introduced in Mathematics for Chemists (MfC) tutorials. In the next phase, those videos were used in an interactive targeted inverted (IGT)-education concept, providing a partial inversion of the traditional teaching. This allowed the students to have more time for active, interactive and peers learning during the traditional tutorials. The IGT-education concept was extended also to new subjects like physical and organic chemistry internships as well as micro-economy tutorials. Short online tests containing questions on the content of these videos ensured that the students watched them before coming to the face-to-face sessions. Iterative correction cycles of the homework were introduced, so that students were able to prepare better for the final exam so that the rate of success reached finally 93% in MfC.
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