Share Paper: Effectiveness of Using Interactive Targeted Inverted (IGT) – Education on Students’ Learning at the Technische Universität Berlin

  1. Franz-Josef Schmitt, Technische Universität Berlin, Germany
  2. Fabian Kruse, Technische Universität Berlin, Germany
  3. Franziska Egbers, Technische Universität Berlin, Germany
  4. Sascha Delitzscher, Technische Universität Berlin, Germany
  5. Thilo Schönnemann, Technische Universität Berlin, Germany
  6. Bianca Theis, Technische Universität Berlin, Germany
  7. Svea Wilkening, Technische Universität Berlin, Germany
  8. Marcus Moldenhauer, Technische Universität Berlin, Germany
  9. Ricarda Wiehe, Technische Universität Berlin, Germany
  10. Mario Willoweit, Technische Universität Berlin, Germany
  11. Csongor Keuer, Technische Universität Berlin, Germany
  12. Ahmad Aljanazrah, Birzeit University, Palestinian Territory, Occupied
  13. Thomas Friedrich, Technische Universität Berlin, Germany
Wednesday, March 8 1:45 PM-2:15 PM Capitol A

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 ...