Understanding the Habits: Inertia in Flipped Classroom

  • Christin Voigt
  • Kristin Vogelsang
  • Kirsten Liere-Netheler
  • Linda Blömer
  • Henning Brink
  • Uwe Hoppe
Conference paper
Part of the Lecture Notes in Business Information Processing book series (LNBIP, volume 365)


The digitalization increasingly determines the way knowledge is conveyed at universities. A concept resulting from this is Flipped Classroom (FC) that reverses the structure of the classical teaching concept and integrates the use of digital media. The introduction of new concepts is often challenging and therefore associated with inertia. We have examined the structure of inertia in a FC course with the aim of a better understanding of which components favor the adherence to old habits. The empirical analysis of a questionnaire carried out led to two important results. First there was no cognitively based inertia observed in the course. The tendency to status quo results purely from emotional and routine-based motivations in the course. Secondly, we were able to make conclusions about the different factors influencing affective and behavioral inertia, which among other findings showed a clearer division of the perceived value in the Flipped Classroom.


Flipped classroom Inertia Digital learning Barriers of change Habit Quantitative research 


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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Christin Voigt
    • 1
  • Kristin Vogelsang
    • 1
  • Kirsten Liere-Netheler
    • 1
  • Linda Blömer
    • 1
  • Henning Brink
    • 1
  • Uwe Hoppe
    • 1
  1. 1.OsnabrückGermany

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