The Flipped (or Inverted) Classroom model is one specific type of a Blended Learning scenario. In this scenario, the usual learning activities inside and outside the classroom are "flipped" or turned around, which means that the learning content is no longer taught on-site at the university; rather, students acquire new knowledge asynchronously in advance, at their own pace and in their own approach at home (or independent of location), using digital learning materials. This might include example video (lectures) that the teacher has compiled or created themselves on the respective topic and prepared didactically. Apart from videos, other media such as texts, web links or podcasts may also be provided. Valuable university course time  (or at least in a virtual classroom) can then be better used for joint, interactive consolidation of concepts, e.g., through discussions or joint group work. In this way, flipped learning is a method that helps teachers prioritise active and student-centred learning.

Because it creates more time and space for joint discussion, interaction and collaboration, the flipped learning concept has become a common approach in EPICUR courses. One of several metastudies conducted on the evidence of flipped learning in higher education revealed "the potential of using flipped classroom in promoting certain learning outcomes (e.g., engagement, attitude, metacognition, performance, self-efficacy, and understanding) across disciplines. The main opportunity offered by the flipped classroom model was related to the development of students’ deep understanding of the materials by providing them with more control over what and how they learn. The flipped classroom was also found to help students to transfer their knowledge between contexts, thus strengthening their conceptual understanding. This also includes facilitating students’ acquisition of information, ideas, and reflects upon their self-learning experiences." (cf. Al-Samarraie et al, 2019, p. 22).

To learn more about evidence of flipped learning in higher education, please browse through the resources provided on the right.

A Small Private Online Course (SPOC) is a course that is organised online only. It might be best described as a didactically improved version of a MOOC (Massive Open Online Course) used locally with a restricted group of on-campus students. The term was coined by University of California Berkeley Professor Armando Fox in 2013 to refer to a localized instance of a MOOC course that was in use in a business-to-business context.

SPOCs combines the advantages of MOOCs, i.e., self-paced acquisition of knowledge through interactive videos, readings and task with the benefits of interaction between and among teachers and students. Interaction in SPOCs can take place both asynchronously (e.g., through online forum discussions or other tasks) and synchronously (e.g., in regular or irregular online sessions). Even though SPOCs are normally completely online, they still blend various types of synchronicity, locations, social learning arrangements and methods.

To learn more about the SPOC format, take a look at the course description of PerForm – Bioeconomy and Society and browse through the resources provided on the right.

The term "Hybrid learning" is sometimes used as synonymously with "blended learning". It has recently shifted to the narrower meaning of "Blended synchronous learning".

In this sense, a hybrid setting is a situation where one group of students including the teacher is physically present on campus while other students, who either do not have that option or choose not to, are virtually present. Good hybrid course delivery requires additional technical and audiovisual equipment in the physical classroom.

Blended synchronous settings that allow for remote student participation (or also co-teachers and external experts) have great potential for both sides:

From the perspectives of Higher Education institutions and also university teachers, this setting is particularly suitable for events where several individuals or a group of participants cannot be present (e.g., recent COVID-19 quarantines, other health risk groups, or individuals facing travel restrictions). This has been particularly relevant in times of the pandemic with uncertainty for planning.

But even apart from Covid restrictions, a hybrid setting is well worth considering, simply because it facilitates learning and teaching, and also co-teaching across locations. It also allows for international enrollment, adding cultural diversity to the classroom and increasing equity and inclusion.

From a didactic perspective, hybrid sessions need to be very carefully planned to ensure equally active participation, involvement and interaction of on-campus and online students. Co-teaching and/or co-moderation is, in most cases, highly recommended.

Research on the effectiveness, impact on learning and preconditions required are still scarce. Please browse through these weblinks and studies on the right to learn more.