Inverse Blended Learning – a didactical concept for MOOCs and ist positive effects on dropout-rates

Martin Ebner, Sandra Schön

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


Massive Open Online Courses, shortly MOOS, are one important trend of technology-enhanced learning of the last years. In this contribution we introduce a new didactical approach that we call "inverse blended learning" (IBL). Whereas "blended learning" is the enrichment of traditional learning settings through online inputs or phases, the IBL approach aims to enhance a pure online course with additional offline meetings for exchange and practising. Within two case studies the concept was tested and evaluated. The research study points out that the typical high dropout rate for MOOCs decreased arbitrarily. Therefore we recommend introducing the didactical approach of inverse blended learning in future MOOCs, if applicable.
Original languageEnglish
Title of host publicationThe Impact of MOOCs on Distance Education in Malaysia and Beyond
PublisherRoutledge / Taylor and Francis
Number of pages8
ISBN (Print)9780367026615
Publication statusPublished - 15 Mar 2019

Fields of Expertise

  • Information, Communication & Computing

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