5. Establishment of Structured Comments and Coherent Dialogues Referring to Educational Videos on YouTube

Chapters in this book

1. Frontmatter I
2. Contents V
3. Preface IX
4. The Authors XI
5. I. Evaluation and Empirical Evidence of ICM Implementation
6. Introduction 1
7. 1. The Instructor as Navigator: Empirical Evidence of the Implementation of the ICM at HAW Hamburg 3
8. 2. The Inverted Classroom Mastery Model – A Diary Study 15
9. II. Recent Developments
10. Introduction 35
11. 3. Student Tutors in ICMM Courses in Academic Teaching: First Experiences 37
12. 4. Tutors in the ICMM: A Way to Professionalized Tutor Selection and Quality Assurance – First Observations 47
13. 5. Establishment of Structured Comments and Coherent Dialogues Referring to Educational Videos on YouTube 63
14. III. Implementations of the ICM at University Level
15. Introduction 71
16. 6. Improvement of Self-directed Learning by Using the Inverted Classroom Model (ICM) for a Basic Module in Business Computer Sciences 73
17. 7. Blending Service Learning and E-Learning Elements in Higher Education: Experiences with a Variation of the Inverted Classroom Model 83
18. 8. The Inverted Classroom Model in Law Studies 93
19. IV. Implementation of the ICM in High School
20. Introduction 105
21. 9. Increasing Learner Activity in the First ICMM Phase: a First- Hand Report 107
22. References 123
23. Index 129