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The online inverted classroom model (oICM). A blueprint to adapt the inverted classroom to an online learning setting in medical and health education

Research output: Journal contributions › Journal articles › Transfer › peer-review

Standard

The online inverted classroom model (oICM). A blueprint to adapt the inverted classroom to an online learning setting in medical and health education. / Tolks, Daniel; Romeike, Bernd FM; Jan, Ehlers et al.
In: MedEd Publish, Vol. 9, No. 1, 113, 28.05.2020.

Research output: Journal contributions › Journal articles › Transfer › peer-review

Harvard

Tolks, D, Romeike, BFM, Jan, E, Kuhn, S, Kleinsorgen, C, Huber, J, Fischer, MR, Bohne, C & Hege, I 2020, 'The online inverted classroom model (oICM). A blueprint to adapt the inverted classroom to an online learning setting in medical and health education', MedEd Publish, vol. 9, no. 1, 113. https://doi.org/10.15694/mep.2020.000113.1, https://doi.org/10.15694/mep.2020.000113.2

APA

Tolks, D., Romeike, B. FM., Jan, E., Kuhn, S., Kleinsorgen, C., Huber, J., Fischer, M. R., Bohne, C., & Hege, I. (2020). The online inverted classroom model (oICM). A blueprint to adapt the inverted classroom to an online learning setting in medical and health education. MedEd Publish, 9(1), Article 113. https://doi.org/10.15694/mep.2020.000113.1, https://doi.org/10.15694/mep.2020.000113.2

Vancouver

Tolks D, Romeike BFM, Jan E, Kuhn S, Kleinsorgen C, Huber J et al. The online inverted classroom model (oICM). A blueprint to adapt the inverted classroom to an online learning setting in medical and health education. MedEd Publish. 2020 May 28;9(1):113. Epub 2020 May 28. doi: 10.15694/mep.2020.000113.1, 10.15694/mep.2020.000113.2

Bibtex

@article{6e0c06eb20cc49819c7ff9231813d9e9,
title = "The online inverted classroom model (oICM). A blueprint to adapt the inverted classroom to an online learning setting in medical and health education",
abstract = "The idea of this paper is to offer a blueprint, with that facilitators have a guide to set up a complete digital teaching scenario according to the latest insights of didactical research. The corona pandemic forced higher education institutions all around the world to radically shift their curricula from a mix of face-to-face and remote teaching methods to a fully remote curriculum. Though challenging, this time provides opportunities to implement new educational methods and improve the quality of digital teaching. The classical concept of the inverted classroom was modified to meet the special needs of online settings. The proposed online Inverted Classroom Model (oICM) includes the following phases: (1) pre-phase, (2) self-learning-phase, (3) Synchronous online face-to-face phase, (4) transfer-phase, (5) evaluation. Recommendations and potential tools are provided for each phase. The oICM is an innovative and easy to use approach to shape digital teaching and learning processes during and after the CoVid19 pandemic. This blueprint is developed by the committee “Digitalization” of the German Association for Medical Education (GMA) for facilitators without any prior experience with the ICM, but also for those who already teach in a traditional ICM.",
keywords = "Gesundheitswissenschaften, Inverted classroom, Flipped Classroom, oICM, medical education, Health education, Digital Teaching, synchronous online teaching",
author = "Daniel Tolks and Romeike, {Bernd FM} and Ehlers Jan and Sebastian Kuhn and Christin Kleinsorgen and Johanna Huber and Fischer, {Martin R} and Christoph Bohne and Inga Hege",
year = "2020",
month = may,
day = "28",
doi = "10.15694/mep.2020.000113.1",
language = "Deutsch",
volume = "9",
journal = "MedEd Publish",
issn = "2312-7996",
publisher = "Association for Medical Education in Europe",
number = "1",

}

RIS

TY - JOUR

T1 - The online inverted classroom model (oICM). A blueprint to adapt the inverted classroom to an online learning setting in medical and health education

AU - Tolks, Daniel

AU - Romeike, Bernd FM

AU - Jan, Ehlers

AU - Kuhn, Sebastian

AU - Kleinsorgen, Christin

AU - Huber, Johanna

AU - Fischer, Martin R

AU - Bohne, Christoph

AU - Hege, Inga

PY - 2020/5/28

Y1 - 2020/5/28

N2 - The idea of this paper is to offer a blueprint, with that facilitators have a guide to set up a complete digital teaching scenario according to the latest insights of didactical research. The corona pandemic forced higher education institutions all around the world to radically shift their curricula from a mix of face-to-face and remote teaching methods to a fully remote curriculum. Though challenging, this time provides opportunities to implement new educational methods and improve the quality of digital teaching. The classical concept of the inverted classroom was modified to meet the special needs of online settings. The proposed online Inverted Classroom Model (oICM) includes the following phases: (1) pre-phase, (2) self-learning-phase, (3) Synchronous online face-to-face phase, (4) transfer-phase, (5) evaluation. Recommendations and potential tools are provided for each phase. The oICM is an innovative and easy to use approach to shape digital teaching and learning processes during and after the CoVid19 pandemic. This blueprint is developed by the committee “Digitalization” of the German Association for Medical Education (GMA) for facilitators without any prior experience with the ICM, but also for those who already teach in a traditional ICM.

AB - The idea of this paper is to offer a blueprint, with that facilitators have a guide to set up a complete digital teaching scenario according to the latest insights of didactical research. The corona pandemic forced higher education institutions all around the world to radically shift their curricula from a mix of face-to-face and remote teaching methods to a fully remote curriculum. Though challenging, this time provides opportunities to implement new educational methods and improve the quality of digital teaching. The classical concept of the inverted classroom was modified to meet the special needs of online settings. The proposed online Inverted Classroom Model (oICM) includes the following phases: (1) pre-phase, (2) self-learning-phase, (3) Synchronous online face-to-face phase, (4) transfer-phase, (5) evaluation. Recommendations and potential tools are provided for each phase. The oICM is an innovative and easy to use approach to shape digital teaching and learning processes during and after the CoVid19 pandemic. This blueprint is developed by the committee “Digitalization” of the German Association for Medical Education (GMA) for facilitators without any prior experience with the ICM, but also for those who already teach in a traditional ICM.

KW - Gesundheitswissenschaften

KW - Inverted classroom

KW - Flipped Classroom

KW - oICM

KW - medical education

KW - Health education

KW - Digital Teaching

KW - synchronous online teaching

UR - https://www.mendeley.com/catalogue/b8d7a22a-adde-3563-b0f1-b32d22bf572b/

U2 - 10.15694/mep.2020.000113.1

DO - 10.15694/mep.2020.000113.1

M3 - Zeitschriftenaufsätze

C2 - 38073851

VL - 9

JO - MedEd Publish

JF - MedEd Publish

SN - 2312-7996

IS - 1

M1 - 113

ER -

Other publications by the same author(s)

Digitale Hochschullehre im ersten COVID-19-Semester. Ergebnisse einer Befragung von Lehrenden in Public Health, Medizin und Pflege

Marchwacka, M. A., Kugler, J., Schaal, T. & Tolks, D., 02.2023, In: Pravention und Gesundheitsforderung. 18, 1, p. 22-29 8 p.

Research output: Journal contributions › Journal articles › Research › peer-review

Publikationsaktivitäten im Bereich des digitalen Lehrens und Lernens in der GMS Zeitschrift für Medizinische Ausbildung – eine deskriptive Analyse (1984–2020)

Kleinsorgen, C., Baumann, A., Braun, B., Griewatz, J., Lang, J., Lenz, H., Mink, J., Raupach, T., Romeike, B., Sauter, T. C., Schneider, A., Tolks, D. & Hege, I., 2022, In: GMS Journal for Medical Education. 39, 5, 12 p., Doc59.

Research output: Journal contributions › Journal articles › Research › peer-review

Digitale Gesundheitskommunikation und -kompetenzen in Zeiten von COVID-19. Planung und Umsetzung eines Studienschwerpunkts in der Gesundheitsförderung und Prävention

Dadaczynski, K. & Tolks, D., 28.01.2021, In: GMS Journal for Medical Education. 38, 1, 4 p., Doc31 .

Research output: Journal contributions › Journal articles › Research › peer-review

Gamification als didaktisches Mittel in der Hochschulbildung

Tolks, D. & Sailer, M., 28.10.2021, Digitalisierung in Studium und Lehre gemeinsam gestalten: Innovative Formate, Strategien und Netzwerke. Wiesbaden: Springer Fachmedien Wiesbaden, p. 515-532 18 p.

Research output: Contributions to collected editions/works › Chapter › peer-review

Lehre in Zeiten von COVID-19: Herausforderungen und Chancen für die digitale Lehre. Teil 2

Tolks, D., Kuhn, S. & Kaap-Fröhlich, S., 28.01.2021, In: GMS Journal for Medical Education. 38, 1, p. 1-4 4 p., Doc32.

Research output: Journal contributions › Other (editorial matter etc.) › Research

DOI

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