Abstract
The Corona Pandemic has a major impact on teaching at universities. Various stakeholders have to face new challenges when face-to-face courses are no longer feasible. The management of higher education institutions, teachers and their teams as well as the IT and didactics support are called upon to develop digital teaching and learning formats at short notice. This article aims to identify specific tasks and responsibilities with the help of two literature analyses and to transfer the results into a holistic overview of agile change for Flipped Classroom courses. This overview is based on a Change Management (CM) process to which tasks of agile development and change are assigned. It thus combines both short-term development under time pressure from an agile perspective as well as long-term necessary steps of CM. The necessity and usefulness of such an overview was determined before its creation. For this purpose, a short quantitative survey was conducted with 65 people, who have already passed through the entire CM-process of digital change in higher education teaching and are therefore regarded as experts. The usefulness and necessity of the overview were confirmed. The concluding recommendations for action address the possible use of the overview, the implementation of individual tasks and the joint action of the stakeholders during and also after the Corona Pandemic, which should support the change to digital higher education teaching.
Highlights
The emergence of the Corona Pandemic in 2020 has changed public life internationally
The first research question (RQ) of this paper is: RQ1: Is an overview of tasks and responsibilities considered useful and relevant by the stakeholders, who are regarded as experts in digital change? After RQ1 had been confirmed by means of a written survey, Flipped Classroom (FC) related case studies were identified on the basis of two literature analyses in order to derive an overview of agile change from the tasks and responsible stakeholders mentioned there, which should serve as an orientation aid for those involved
Tasks and responsibilities are presented and recommendations for action are derived for affected stakeholders in order to support an efficient transition to the digital teaching format, which could be adapted as a Flipped Classroom during or after the Corona Pandemic
Summary
The emergence of the Corona Pandemic in 2020 has changed public life internationally. In Germany, museums, restaurants, public places and international commercial enterprises are among those affected by weeks of closure, as are various educational institutions. With these measures, the Federal Government wants to prevent a further spread of the virus. German HEI, which have so far been involved in digital teaching, supported it of their own motivation and less because of external influences so far (Schünemann et al 2018). Such external influence is currently given by the Corona Pandemic.
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