Blended learning models

The following models show how blended learning courses can be set up and structured.

The enrichment model and alternating media model are well suited as simple implementation variants for beginners. The rotation model and alternating phases model are particularly suitable for special requirements and framework conditions (e.g. working in groups in the lab). We also explain the inverted classroom and the HyFlex model as typical representatives of blended learning. The choice of model or combination of models depends on your objectives and the needs and requirements of the course. We will be happy to advise you on all variants and forms.


Enrichment model

As the name suggests, the enrichment model is a digital extension of classroom teaching, for example through occasional exercises on ILIAS or a supplementary video. It is therefore ideal for beginners.


This blended learning model is not a replacement for units or sessions, but a digital extension of classroom teaching. You can therefore "blend" whenever you think it makes sense or wherever you already have suitable digital learning material.

The advantage of this model is that it can be expanded gradually and easily. The advantage for students is that digital learning material is available for follow-up and exam preparation.

Typical enrichment options are:


Alternating media model

The alternating media model involves switching between online and face-to-face phases according to a freely chosen schedule. This makes it very easy and flexible to convert one or more sessions into online learning units.


In the alternating media model, all students are in the same phase - only the medium changes from online to face-to-face or vice versa. You determine the rhythm in which you switch between face-to-face sessions and the self-study phase yourself before the start of the semester.


The alternating media model is advantageous if different people run the course together. This makes it possible to hold the course even if one person cannot be physically present.


In addition, the removable media model is the ideal entry-level format if online learning modules are not (yet) available for all content. You do not have to provide online material for all content straight away and can continue to use digital learning opportunities that have already been developed while you are still teaching missing content in person. In this case, you can always switch to the online phase if suitable learning materials have already been prepared.


In contrast to the alternating phase model, switching between online and face-to-face is more flexible, as there is no division into different groups. The difference to the inverted classroom model is that the attendance phase is also used for pure input.


Rotation model

In the rotation model, small groups alternate between connected online modules and the attendance phase (e.g. theory and carrying out an experiment in the laboratory). This means that courses with practical components or group tasks can also be implemented as blended learning.


The online modules serve to impart knowledge and therefore always take place before the face-to-face phase. In this phase, students can then apply their knowledge directly in groups.


You determine the alternation between the online modules and face-to-face phases according to need, topic or purpose, but you are not bound by a strict timetable. You can structure your course in the way that makes the most sense. You determine the proportion of online and face-to-face phases yourself before the start of the semester. In the online modules, you can provide content-related impulses, lectures or teaching modules for students to work through independently. The face-to-face phase then gives the student groups space to put what they have learned into practice.


During the attendance phase, the student groups rotate between the various tasks. These include, for example, laboratory experiments, worksheets, programming tasks in pool rooms or discussions with tutors.


To implement this model, it makes sense to form fixed groups of two to four students. ILIAS offers various booking options for this.


Alternating phase model

In the alternating phase model, students are divided into two groups of equal size, which take turns attending face-to-face courses. Smaller learning groups mean more individual and intensive support. This model is also advantageous if there is a lack of space.


The two groups switch modes in a defined period of time. While group A is in a classroom lecture, group B receives suggestions and instructions for self-study via ILIAS.


Group A starts phase 1 one week earlier. Group B starts phase 1 one week later. Meanwhile, group A is already working online on the new topic in phase 2. As a lecturer, you hold a lecture in the lecture hall each week, presenting each topic once per group. This halves the number of topics presented in person. The alternating phase model offers the opportunity to work more closely with the students in attendance, as the number of people present is halved. This allows you to respond more closely to problems or suggestions from individual students without neglecting other students. In addition, you can incorporate active exercises into your courses, which are now possible due to the smaller group size and more space in the room. In contrast to the alternating media model, here there are two groups of participants who are in different phases and are therefore alternately in the face-to-face phase or the online phase.


The difference to the inverted classroom model is that both phases are used for input - so there is no in-depth phase in presence, but a present input phase.


HyFlex model

The HyFlex model is suitable for hybrid courses. The hybrid course is recorded at the same time. Students are provided with the resulting videos and can use them for revision and follow-up. 



The HyFlex model offers students a high degree of flexibility, as they can decide for themselves whether they want to take part on site or online. Even if students are unable to attend the synchronous course due to illness, for example, they will not miss any content thanks to the videos. This allows them to optimally prepare for their exams. The HyFlex model is best suited to large lectures with little interactivity, as interactions with students may not be recorded. However, as questions can arise in any course, there is also a solution to this problem: during the recording, only the lecturers wear a microphone so that the students' voices are not recorded when questions are asked. To avoid confusion, the lecturers repeat the question for the students participating online and for the recording. Anyone who is not in the classroom can ask their questions via the chat, which are then read out and answered by the lecturer.

Inverted Classroom model

In the inverted classroom, the conventional course sequence is reversed: instead of homework to follow up on, there are preparatory tasks - usually in the form of text or video input with work assignments. This upstream knowledge transfer creates space and time to consolidate and apply what has been learned.

In the inverted classroom, the teaching and learning phases are reversed: the knowledge transfer takes place in advance at home (i.e. asynchronously). Students work through the learning content independently using written documents, instructional videos, ... which are provided in the ILIAS course. In the so-called synchronous phases, when everyone is together in a (virtual) room, the knowledge is then consolidated and deepened together with the teacher. This is where problems can be discussed, questions asked and ideas developed further. Various methods are used for this purpose.
Apart from a deeper understanding and better exam preparation, the inverted classroom also has many other advantages - the acquisition of knowledge is flexible and adaptable. The difference to both the alternating media and alternating phase models is that the online phase in the inverted classroom serves as preparation for the face-to-face phase, in which the knowledge is then deepened, applied or further developed. We have provided more information on planning and designing inverted classroom scenarios on a seperate page for you.