Lerngruppen als Lernmethode / Anforderungen an erfolgreiche Lerngruppen (German Edition)

Mike has been working in the field of learning abroad for many years and is recognized as a leader in innovative program development and curriculum. He has written widely on international education and cultural studies. Mike serves on a number of advisory boards and is a member of the Board of Directors of The Forum on Education Abroad. From to , after having completed three years of military service, Dr. Thereafter, until , he worked as a reseracher and lecturer in the fields of British and American literature and culture at Bonn University, also serving for 3 years as Assistant Managing Director at the Department of English.

He has published books, articles, and reviews on various topics in British and American literary criticism and history. At CIEE, he focused on creating and expanding a German and European-wide network, developing study and work programs abroad, first across the Atlantic, and then across the Pacific. Kurt Gamerschlag founded and managed College Council gGmbH, with the aim of establishing educational exchange programs between Germany and the Anglo-American world, where he remains to this day.

He publishes and consults on the issues of international educational exchange and the German higher education infrastructure. Please note that due to numerous request and high quality standards, we are expecting from us and all our partners, the board of the Braun Foundation reviews very carefully each partner request. Please write a few sentences you believe are important for us to know about the organisation you represent. Laden Sie hier wichtige Informationen, Dateien, etc.

1. Everest and Conquest in the Himalaya: Science and Courage on the World’s Highest Mountain.
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3. Soldats du Quercitain (MON PETIT EDITE) (French Edition);

Dabei hat Interswop mit seinen innovativen Ideen und Programmen schon einige Trends vorgegeben. Bezahlte Rancharbeit in Australien. Gut betreut von der Reisevorbereitung bis zum Ende des Auslandsaufenthalts Interswop vermittelt die Auslandsaufenthalte nicht einfach, sondern ist Veranstalter nach deutschem Reiserecht. Bournemouth is an ideal place for international students to study and to sample English life.

It is an attractive university town and receives visitors from all over the world due to its mild climate, cosmopolitan atmosphere and 10 kilometers of sandy beaches. We offer English, Academic, Career Development and Professional programmes to our clients, and our aim is to offer our students a unique learning experience in a friendly international atmosphere.

We use modern resources, both inside and outside the classroom, to encourage learning and our management team is committed to ensuring your stay with us is an enriching and fulfilling learning experience that you will never forget. You will study all four skills — speaking, listening, writing and reading using a variety of course books,authentic materials and the Internet. It also acquaints you with the structure of the test. You will build appropriate vocabulary related to business and management whilst developing confidence and fluency in the English language and develop your knowledge of management competencies.

TOLES is for lawyers, law students and interns to prove their ability to cope with everyday practical tasks in English when working in commercial law or studying law. International University Foundation Programme: This programme will prepare you to access a broad range of undergraduate degree programmes at universities in the UK, USA and Canada. In addition to preparation for the IELTS exam, the course provides you with further important abilities needed for academic success such as research and presentation skills and academic writing.

We provide supported university application, including the opportunity to prepare a PhD proposal. Accommodation British-style cultural homestay with local families, hotel or Summer Residence options. More details Europa School of English Ltd. Alle Teams pflegen intensiven Kontakt und arbeiten eng miteinander zusammen. Dort bieten wir dir Programme im sozialen Bereich z. Recycling Projekt sowie im Bereich Wildlife z. Erweitere deinen Horizont Auslandserfahrung, interkulturelle und globale Kompetenzen auf dem heutigen Arbeitsmarkt entscheidend. Eine Sprache, die nicht praktiziert wird, vergisst man schnell.

The purpose of USA Program is to promote and increase cultural understanding, awareness, and acceptance as we help our international students reach their educational goals in the United States today for brighter futures tomorrow. We work as a team, continually building and refining USA Program through evaluating present and past experiences.

USA Program provides full-time support and assistance to our international students, host families, local representatives, and school authorities throughout the international students? By granting all of our international students the opportunity for personal growth, enhanced communication skills, academic development, and cultural understanding, we serve as a stepping stone for each of their futures. We provide two types of services for our participants: High School Students 12 to 18 years old attend US private day schools and are placed with a host family.

USA Program sponsors two separate groups of intl. Here is the list of our services: We place the intl. The process of placement is simple. USA Program will receive our completed application form from the prospective intl. Upon receiving this information from the intl. Upon completion of their studies, the intl. Also, we offer additional services, such as: We will monitor and assist our intl. Die University Directory http: All dies bietet Job Mentors sehr einfach und interaktiv. Einfache Administration des gesamten Hochschulprofils mit Kopplung an eines der weltweit bedeutendsten Informationssystem, die University Directory worldwide www.

Die Maximaldauer liegt je nach Projekt bei bis zu 12 Monaten. Vertieft werden die Sprachkenntnisse zudem beim Leben in der Gastfamilie. Ein Plus im Lebenslauf sind die Programme in jedem Fall. Die Tandem-Idee beinhaltet, dass zwei Personen mit unterschiedlicher Muttersprache voneinander die jeweils andere Sprache lernen.

Heidrun Peters, Projektleiterin, peters uni-greifswald. Get out of the tour bus and into the Real world. Open your mind and gain Awareness to lead a more Meaningful life. ROAM travel adventures has set the new standard for international adventure and language camps. So ist auch nach dem Austausch die Verbindung zwischen den Teilnehmern und Partnership International von besonderer Bedeutung. Diese Idee wird mit der Hilfe vieler ehemaliger Teilnehmer in die Tat umgesetzt. Die Themen sind dabei auf dein Niveau und Interessengebiet abgestimmt.

Unsere eigenen Sprachschulen in England wurden im Jahr vom British Council zertifiziert und akkreditiert. The New York Institute of Business and Finance is located in the heart of Wall Street, one of the premier financial centers of the world. We have developed a unique instruction method that combines theory, professional training and practical entrepreneurial workshops.

We offer a full range of courses and programs including:. In addition to the courses and seminars taught at the Institute, we provide a large and very useful collection of information and tools that our students can use for the creation and management of corporations.

At the New York Institute of Business and Finance we are proud to provide our students with a large degree of access to finance and business professionals from New York City and throughout the country. We work with corporations to create events where students can interact with key executives and professionals. We regularly invite very talented and well known professionals from Wall Street and other important industries to regularly visit the Institute to give lectures, meet with students and participate in conferences.

Through these events we offer a unique opportunity for our students to meet with key executives and to exchange ideas as well as contact information. We also provide in-depth information to our students about colleges and universities all over the U. We are proud to have established a gateway program that is designed to facilitate our students? Die englischsprachigen Seminare finden abends und am Wochenende statt.

Kleine Lerngruppen mit durchschnittliche 7, maximal 12 Teilnehmern pro Klasse? Wir sind eine staatliche anerkannte Bildungseinrichtung und Mitglied im Fachverband English Australia. Weitere Informationen finden Sie auf unserer Webseite www. Hier geht es zu unserem Kontaktformular: About IP International Projects IP is a language tour operator, organizing language courses in different European countries for juniors, families, students and adults.

Every year approximately customers from many different countries travel with us. For us the joy of learning and improving language ability is the core of our product. That is why we only use qualified native speakers as teachers. However, we consider it equally important that children and teenagers learn to be open to other cultures. In addition to this, we facilitate personality development of children and young adults through our activity programmes. Every customer has individual wishes and expectations. We offer attractive destinations, which satisfy those different expectations and fit all kinds of different budgets.

From the moment of the first contact up until the end of the journey, we want to be sure that our customers are happy. We meet the standards of the European language holiday norm, as well as the quality standards of the FDSV — Fachverbands deutscher Sprachreiseveranstalter Association of German language tour operators. In , our language schools in the United Kingdom were certified by British Council. Therefore we take great care to display all our offers in detail and truthfully, organize and supervise our journeys professionally, and provide a reliable service. Plus our accommodation, classrooms, programme facilities, and all partners, adhere to local safety guidelines.

Sustainable Development Management Institute SDMI, believes that learning as an essential dimension of the human existence, pervading life in all its different aspects. Learning engages people, as well as the social entities they constitute, throughout the lifespan. It is a fundamental condition for human beings to interact constructively with an evermore rapidly changing complex environment and to be able to do so being fully aware of the history of humanity.

Learning is therefore a crucial dimension of sustainable development. We consider learning to be something inherently social and thus look at learning individuals in the context of learning communities. Learning communities represent different levels of organizational complexity. Each individual is normally part of a variety of learning communities in the immediate sense, such as a school or training context, the family, places of worship, the workplace, the marketplace.

SDMI has built its reputation on developing conscientious management executives who make impact because of their ability to think beyond the immediate or obvious. So that when complex business scenarios are presented, they have the means to understand the situation, analyse the problem, and generate genuinely viable solutions. The demands which this program will place on you, both while you are attending workshops and in the work you complete for your assignments, are designed to make you: SDMI is a leader in educational curriculum development, professional development and learning solutions to the extent that clients will consider SDMI as their provider of choice.

Description of the offer s. Master and MBA Program Instead of teaching management topics in separate, single-subject courses like Finance or Marketing, SDMI teaches core subjects in an integrated way, providing frameworks and concepts in a richer, more relevant context. By creating a teaching and learning environment that actively draws connections between the traditional Master subjects, SDMI? Carrying out projects in 90 countries worldwide since , humedica provides humanitarian work with a focal point on medical aid. With the support of voluntary medical teams humedica administers quick and none the less efficient emergency and disaster aid.

More than people from medical professions had themselves enregistered in the humedica-database following two training weekends and are ready to carry out a mission within a team at short notice. This commitment is complemented by mid- to long-term projects in the field of development cooperation, as amongst others in Niger, Sri Lanka, Haiti, Ethiopia or Brazil.

Staffs of 38 full-time and intermittently just under voluntary employees are engaged at German headquarters. Worldwide humedica is being supported by both voluntary aides as well as local cooperators of the respective project countries. In the process humedica acts as intermediary between the affected parties and helpful people and institutions by pointing out concrete states of emergencies, activating resources and providing effective as well as efficient assistance.

A fluent and effective grasp of the English language can help you achieve happiness, prosperity and success for you and your family. Genius Academy has the technology, facilities and the knowledge to help you fulfill your potential in life. We are situated within a beach resort with beautiful views and world class facilities so you can immerse yourself in our complete English language learning experience.

With free airport pick up and drop off, laundry service, room cleaned daily, cooking facilities and use of swimming pool you can enjoy a relaxed, beach resort lifestyle when you have finished studying for the day. In diesen Jahren haben wir weit mehr als Sprachschulen in England, Schottland und Irland besucht. In Jugendprogrammen kombinieren die Schulen den Englischunterricht mit einem abwechslungsreichen Freizeitprogramm.

Auch spezielle Kurse zur Abiturvorbereitung werden angeboten. Bei Sprachkursen achten wir unter anderem auf diese Kriterien: Wir sind stolz darauf, dass wir anders arbeiten, als die meisten Sprachschulen.

• EDUCATIONAL EXCHANGE – Braun Stiftung?
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Dies begleiten wir mit einem hervorragenden Service der unsere Kunden wirklich in den Mittelpunkt stellt. Wie gestalten sich Entwicklungs- und Bildungsprozesse, und wie werden sie begleitet? Embercombe ist ein Ort der Menschen inspirieren will, ihren eigenen Weg hin zu einer friedlichen und nachhaltigen Welt zu gehen. Embercombe will auf dieser Suche einen Erfahrungsraum gestalten, in dem man die Wieder Verbindung mit der Natur, mit Gemeinschaft und uns selbst erleben kann.

Lernfelder sind unter anderem Wildlife Identification Wildleben Identizifierung , biodynamische Landwirtschaft und Permakultur, nachhaltige Forstwirtschaft, Foraging Nahrungsuche im Wald ,Ccoppicing natuerliche Waldbewirtschaftung , Schmieden, Tischlern und andere Arbeiten mit Holz und viele Anwendungsgebiete des Landmanagements. Jeder ist eingeladen und ermutigt selbst an der Gestaltung Embercombes mitzuwirken, weiterzuentwickeln und in diesem Prozess zu lernen. Dabei bietet Embercombe die Kombination von spontanem, ungeplantem Lernen einerseits und zielgerichtetem, geplantem Lernen andererseits.

Menschen, die nach Embercombe kommen, tun dies meist aus der bewussten Entscheidung heraus, ihr gewohntes Umfeld zu verlassen und nach neuen Herausforderungen zu suchen. Was sind seine Besonderheiten? Chile einfach anders erleben! Chile, oder in der Sprache der Aymara-Indianer? Auch die kulturelle Vielfalt ist einzigartig. Dann bist Du genau richtig bei uns, ChileVentura,.

Unser Anspruch an uns selbst lautet? The California Academy of Sciences is a renowned scientific and educational institution dedicated to exploring and explaining the natural world and addressing the challenge of sustainability. Based in San Francisco, it is home to an aquarium, planetarium and natural history museum as well as innovative scientific research and education programs?

This unique combination allows visitors to explore the depths of a Philippine coral reef, climb into the canopy of a Costa Rican rainforest, and fly to the outer reaches of the Universe in a single day. Along the way, thousands of charismatic live animals and a team of fascinating scientists and presenters bring the Academy?

The Academy is also home to more than 28 million scientific specimens from around the world? For more information, visit www. Home to an aquarium, planetarium, natural history museum, and research and education programs, the California Academy of Sciences is one of San Francisco?

From the splashing penguins in African Hall to the wildflowers on the roof, the building is bursting with life. A four-story living rainforest and awe-inspiring coral reef ecosystem will delight visitors of all ages, while immersive space shows will transport audiences beyond the boundaries of our planet.

Opportunities abound to meet Academy scientists, share in their discoveries, and join the journey to make our world a greener, more sustainable place to live. Our decades of experience have prepared us for the unique challenges of the industry today. We developed iTEP to help institutions and students alike. We use the best technology available, and our live staff is always there to meet the needs of our clients. A test this user-friendly is perfect for admissions, placement, progress checks, and exit exams.

Accepting iTEP results for admissions purposes gives your institution a no-cost marketing boost.



You will reach a wider pool of qualified applicants through exposure in iTEP marketing and promotional materials online and at scores of test center locations in dozens of countries. The 4 primary iTEP testing products are:. Businesses and government agencies commonly use iTEP Business for: Hospitality businesses use iTEP Hospitality for: Mehr Information dazu unter: In the beautiful city of Freiburg our first German Pathway Colleges campus has been opened.

New German pathway college brand launched. By Matthew Knott News Editor. Das Stufu gliedert sich in drei Kompetenzbereiche: Orientierungsstudium Kultur und Gesellschaft zweisemestrige Orientierungsphase; nach Beendigung Hochschulzertifikat http: Arbeit, Zeit und Expertise. Please fill out the form below to join our team. Please fill out the form below to be a Volunteer with us. Please fill out the form to Become Faculty Partner. Um dem hohen Anspruch an unsere Sprachreisen gerecht…. Entdecken Sie unsere aktuellen Angebote und sparen Sie…. I'm interested in the pesie.

Die Wirtschaftsakademie Freiburg e. April die Ausbildungen vom Schulungs-Center Foley e. An der Wirtschaftsakademie Freibung e. Through our international network of campuses, students have the opportunity to study in the U. The language of instruction for all locations is English, however students have the opportunity to learn the language of the country they are studying in. The Webster University in respect for the individual, in personal integrity and in education as a means of improving the human condition.

It is an education with an international focus, with students from over 70 different countries, and faculty from 20 countries. The goal is to give students a personalized educational experience, with maximum class sizes of 25 and individual academic advising each term. Webster Vienna is accredited in the U. Louis, conference facilities, an art gallery, a bookstore, student lounge and an American-style restaurant.

Webster is well served by public transport and is only 20 minutes from the city center. At the same time, the scientific staff involved people. Our University has an international focus. There are a lot of different international study programs and also many courses are in English. The University of Siegen is a campus university which consists of four faculties and numerous science centres with a wide spectrum of programs, ranging from Engineering to Natural and Social Sciences, from Business Administration and Economics to Art, Music and Sport.

Twin Training International TTI is an award-winning provider of internships and work experience placements and specialises in matching clients with experiences suited to them and their career prospects. TTI runs British Council accredited English centres in both London and Eastbourne, delivering high quality English tuition to students from around the world. As far as generic material that is taught independent of local practise in similar intensity is concerned, however, it is possible to make use of open-access external sources.

An overview of this type of freely available learning material, which may be used for instruction in compliance with the respective licensing requirements, is offered in the In comparison with the worldwide online community, open educational resources in the education sector receive less attention in German-speaking Europe. The underlying conviction of the OER movement is that learning material should be freely accessible to the general public. In accordance with this tenet, educational videos and material are provided without any commercial interests.

The users of this teaching and learning material are encouraged by the authors to integrate the media into their curricula. Such developments make it possible for German academic institutions to work using filmed lectures from Harvard University, for example.

Most authors and users have adopted the philosophy that it is more sensible and efficient to transmit an already existing lecture by experts and colleagues via video than to create the material themselves anew. The more open-access content is created, the greater the chance that the focus will shift from the transmission of information to the processing of information [7]. MOOCs MOOC massive open online course designates a course that takes place online, usually addressing a subject over the space of weeks and in which, principally, anyone may participate.

MOOCs generally have several organisers or moderators and are coordinated through a common website or learning management system. In part, the actual content of the event is decided in cooperation with participants through their contributions and discussions in forums, chats, social networks, video conferences and occasionally in local face-to-face meetings. The MOOC movement also profits from open educational resources and the new type of instructional video developed by the Khan Academy.

Most MOOC concepts are based on the transmission of knowledge through open-access educational clips, screencasts and filmed lectures. Additionally, the capability of making videos quickly and cost-efficiently has expedited the widespread use of educational videos in MOOCs considerably. Although the authors of the material encourage its use, they strongly suggest that a caseby-case review be made with regard to quality, didactic value, appropriateness for the planned instructional event, as well as utilisation rights principles.

Videos can be linked or integrated directly into websites or learning management systems. This is also an extensive database with many open-access video lectures. This website offers hundreds of free videos from leading universities such as Yale, Stanford, Harvard, etc. Further providers of open educational resources: The OER Commons is a structured database offering a collection of approx.

The classroom phase should serve as a forum for application of previously delivered factual knowledge. This faceto-face phase leans more strongly toward tasks, interaction and questions. The instructor should not repeat content from the online phase during the classroom phase. Course participants must fully understand that preparation for the classroom phase and assuming responsibility for it represents a central part of the concept [14].

In the classroom phases, group methods such as pair work, group discussion, problem-based learning, think-pair-share, buzz groups or snowballing can be used. Playful approaches to higher education are being increasingly discussed, as yet, primarily in the context of audience response systems and gamification. The face-toface session in the inverted classroom can be used for lecture hall games in which students test their knowledge in playful quiz situations and groups compete with each other, for example [43].

Advantages The general advantage of the Inverted Classroom Model as opposed to the classic lecture lies in removing the transmission of purely factual knowledge from the classroom phase, thus making more time available for the application of knowledge and for transfer accomplishment in this face-to-face phase, including large lecture events. This gives teachers and learners, with their individually constructed knowledge, the possibility to exchange and reflect on their procedures and experiences, even within a large gathering, and to co-create the instructional event accordingly.

In publications on the subject, the greater involvement of students is seen as a fundamental advantage of the ICM [35]. According to the University of Southern California, the implementation of the Inverted Classroom Model offers the following additional advantages [https: Disadvantages The disadvantages of the ICM emerge chiefly when the requirements for the successful implementation of the methods are not fulfilled. Therefore, this section will deal with some of the conditions upon which, in the view of the authors, the success of the ICM depends.

Firstly, it is evident that the effective implementation of the ICM requires that students prepare themselves with the aid of learning materials made available to them previously. Some reasons for inadequate acquisition of knowledge in the online or self-directed learning phase may be lack of time, lack of motivation, or highly complex content [36]. In this case, lecturers would need to depart from the ICM in favour of traditional knowledge transmission in the classroom phase. It follows that course participants will not have sufficient space and time to assimilate and apply the factual knowledge that was actually presupposed.

The problematic nature of this lack of assimilation then also comes to light when the classroom phase does not build on the online phase. The significance of a careful selection of preparatory material is correspondingly great. The use of the aforementioned open resources saves time. A further requirement for the ICM is that instructors must initially expend more effort selection of teaching material; content- and format-related planning of the classroom phase.

This said, the already created contents can be used for several courses, and the effort in total can be reduced through the utilisation of existing instructional material. A further requirement for the effective implementation of the model is an initial instruction of the students, in which the aforementioned conditions are explained and operationalised in practical examples.

Research results Research results on some aspects of the ICM do already exist. The following studies are only a small excerpt and refer to the overview by Bishop and Verleger [44] for the most part. They in make no claims to being complete. It is of particular note that the researched contexts are very diverse: The results can potentially not all be generalised for all contexts. For example, it has yet to be definitively shown that preparation for the classroom phase without specific preparatory tasks will lead to successful learning at all.

Many of the works document the use of filmed lectures in teaching, focussing on material implementation and on participation in face-to-face instruction.

German Pathway Colleges (Studienkollegs)

Fischer and Spannagel have summarised several studies on the altogether positive reception of the Inverted Classroom Model. In this context, Loviscach points out that the IC Model is particularly suitable in identifying knowledge gaps and problems that were left undetected in conventional lectures [36].

A prospective study by Raupach and colleagues showed that the use of podcasts in combination with quizzes prior to medical instruction has a positive influence on short-and medium-term knowledge retention [45]. Lage and colleagues have attested to the positive reaction to the new course concept among students, who report that they enjoy learning more and actually use the content from the online phase during the classroom phase.

Furthermore, the students feel less inhibited to actively take part in discussions. They generally display higher activity levels in the classroom phase in comparison to traditional lecture situations. Lecturers have observed a more active participation among students in discussions. Most students report preferring the ICM to traditional instruction. In a study by Deslauriers and colleagues, it was shown that the use of the flipped classroom method can lead to significant learning improvements among physics pupils [46].

In light of these findings alone, there is an urgent need for a teaching reform that provides for more effective knowledge transmission than in traditional lectures. In the case of the education and training of physicians, the necessity of practising clinical decision making is an additional aspect. This can be done very effectively by means of casework with online-communicated cases, having the further inherent advantage that the students can learn from their mistakes without endangering patients [48]. The Inverted Classroom Model has already been implemented in several projects in medical education as well as other health professions.

The following is a presentation of some of these projects, making no claim to being complete. The projects presented are those that have been mentioned and cited most frequently. In medical education, there have been a few studies in the area of the ICM. Using the Inverted Classroom Model for gynaecological oncology, Morgan and colleagues arrived at good results with regard to student acceptance as well as with reduction of knowledge transmission duration [49]. At the Northwestern University Feinberg School of Medicine in Chicago, the Inverted Classroom Model was implemented in case-presentation training, providing all preparatory, theoretical content in an online phase.

The actual presentation was trained in the classroom phase under instructor supervision. Further studies were also able to show an improved learning effect in the physiology faculty, with mixed levels of acceptance among students however [51], [52].

The interpretation of these results is limited due to shortcomings stemming from the respective study designs mostly historical controls; lacking or, at best, random congruence between instructional material and exam content. Several studies and projects featuring ICM implementation in other health professions exist as well. One particularity of the ICM used here is that learning takes place in small groups in problem-basedlearning scenarios PBL. Participants were able to acquire relevant information prior to the conference in an online phase, allowing them to engage in more intense discussion with speakers at the event itself.

The event, however, only met with patchy success: According to their own statement, only one symposium guest had viewed the online material beforehand. The communication of similar competencies is also necessary in other health professions. Critical thinking and teamwork are also important factors for nursing [53], [54], [55], [56], [57].

At the University of Bradford, these competencies in particular are conveyed using the Inverted Classroom Model. Results here suggest that the use of the ICM not only leads to improved learning performance but also facilitates problem-solving competency and interdisciplinary teamwork. According to the authors, the inverted classroom model presents an appropriate form of instruction because it targets complex-problem solving and the facilitation of problem-solving competencies and teamwork [58].

One study within the field of physiotherapy also attested to an improvement in learning performance, albeit with low-level acceptance of the learning format among students [59]. Three elements explicitly were implemented: For the online phase, filmed lectures averaging 34 minutes in length were prepared, with the intention of delivering the most important content in compressed form, and literature was included as a supplement.

Furthermore, greater course concept satisfaction Prober and Heath implemented the Inverted Classroom Model in a biochemistry curriculum and also showed significantly improved learning results in comparison with the previous semester. Good results were also recorded in the framework of pharmacy studies at Shenandoah University in Winchester, Virginia in a renal pharmacotherapy module. A further study within pharmacokinetics also delivered good results in learning performance [61].

Discussion and outlook A departure from traditional lecture formats toward learner-centred instruction appears to be advisable in medical education and in the education and training of other health professions. This demands the shift of fact transmission to an online, self-directed learning phase and of the application of knowledge and exercises to the classroom phase.

In view of the outlined parameters and published research data, future instruction should not limit itself to the transmission of purely of factual knowledge, but should provide the space to use this knowledge for problem solving in practice. Van der Vleuten and Driessen argue for a shift of focus from information transmission to information processing and emphasise that this can be facilitated using the ICM [7].

According to the authors, the ICM has the potential to bolster the imparting of competencies such as clinical reasoning, critical thinking, communication behaviour and the capacity for teamwork. All of these outcomes are of great significance in patient-centred healthcare. Further studies are necessary, however, in order to confirm whether this potential of the ICM can be realised at all and, if so, under what conditions. The use of virtual patients, case-based teaching and learning methods and communication training could be integrated into the ICM to this end [7].

In the opinion of the authors, the reasons for the success measured in the predominantly non-medical studies undertaken to date and the high acceptance levels of the Inverted Classroom Model are rooted in the following aspects: It allows for adaptation to the learning behaviour of the learner. Not least, the ICM differs from many blended learning scenarios in that it gives concrete indications concerning configuration of learning phases. Instructors using these methods must, to a greater extent than usual, work out a didactic concept prior to the course in which the principle of congruence between learning objectives and teaching methods as well implementation can actually be executed.

In this context, there is considerable leeway for instructors and learners. The positive results, studies and projects related to learning performance as well as the high acceptance level outlined above should serve as an incentive to test and apply this new form of teaching. The projects that have been undertaken to date can serve as an example of good practice for education and training in health professions.

Particularly experts in education research are called for to, by means of methodically rigorous studies, confirm the actual benefit and to more closely specify the necessary parameters for an effective implementation. Corresponding studies in which student learning performance represents the principal outcome parameter can provide a basis for practical recommendations.

Concluding this introduction to the ICM and despite the absence of such reliable data, the authors would like to offer interested readers several tips that may be helpful when implementing ICM instruction. The following tips are based on information from publications of the Vanderbilt Center for Teaching, Bram and the University of Southern California [http: The students must be provided the opportunity to acquire factual knowledge prior to the classroom phase.

Short educational videos and accessing existing instructional material in terms of Open Educational Resources are helpful, provided they are matched to the respective learning objectives of the specific course. The use of other, non-digital material is, however, equally possible. The course concept must make the thematic connection between online and classroom phase clear. Only then can the students recognise and utilise the advantages of the method. Incentive systems should be created to stimulate students to address the contents before the classroom phase.

For example, active forum discussions with students or quizzes could be given marks or assessed. Assessment instruments must be implemented in the process in order to give feedback to the students on their knowledge and learning performance and to allow instructors to get an idea of the knowledge levels of the respective user.

Activities in the online phase and classroom phase must be well-structured. Students can deal with the concept more easily when content and time requirements are firmly defined. Instructors should not repeat content from the online phase at the beginning of the classroom phase; they should only respond to questions. Instructors should facilitate and support the creation of learning groups and supervise them.