Only two years after its first run the Inverted Classroom Conference has become a familiar
event at Marburg University. Most conference participants not only knew about this digital
teaching and learning scenario but were experienced users and developers. While during its
predecessors most participants wanted to familiarize themselves with the central components of
the Inverted Classroom Model the focus of the 3rd German Inverted Classroom Conference in 2014
to which this conference volume is dedicated was not only a discussion of variants of the
model but also for the first time the inclusion of long-term evaluations and aspects of
student behavior.This shift of emphasis is reflected in the contributions to this volume. Even
though all central aspects of the ICM - content production and delivery testing and the
in-class phase - are still addressed we can now find recommendations concerning digital
material acquisition in-class tuition the role of student tutors as well as first long-term
studies about ICM effects.In general then the focus was much wider than that of the first two
ICM-conferences: from a new and originally non-familiar teaching and learning scenario to more
general aspects of digitization of teaching and learning in the 21st century.
