ABSTRACT

Massive open online courses, or MOOCs, are one important trend of technology-enhanced learning of recent years. In this chapter, 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 practicing. 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.