Transformation Of A Lecture Through E-Learning Elements

Abstract

The lecture format is controversial, especially in humanities and social science fields of study: lack of student activation, hardly any dialogue and discourse, few opportunities for feedback. This article will use an example from the teaching practice of the subject of education at the TU Darmstadt to show that and how it is possible to transform a lecture by using e-learning elements in such a way that active and discursive work with the lecture content is successfully stimulated.