The use of a wiki or a forum offers the advantage that the content is recorded directly in the respective course and documented for all students to follow. Instead of individual enquiries by email, ambiguities should preferably be clarified in the course itself so that all students can participate. Even when using a chat or webinar, care should be taken to ensure that the content is recorded (copy of the chat/recording of the webinar) and then made available to the entire group.

Stud.IP offers many opportunities to interact with students at course level.

There are various ways to support students in (self-)learning about their course in Stud.IP and also to receive re-registering student feedback on their level of knowledge. (Ideally, students should make their work available to each other in Stud.IP so that they can learn from each other).

• Provide assignments and exercise sheets: Issue assignments or exercise sheets for specific topics. You can provide sample solutions for correction and/or let the students correct the exercises among themselves (peer review). Alternatively, you can take over the correction and give the students individual feedback.
• Short reports and protocols: You can have students write short reports or protocols on their self-study activities. Another option, which is directly integrated into StudIP, is a learning blog on the Wordpress platform. Here too, a peer review by the students, supplemented by your comments, is suitable for monitoring and feedback.
• Targeted discussion of questions via the course forum: Control the discussion by specifying suitable questions and statements.
• Collaborative teaching/learning materialmaterial: In some courses (e.g. seminars, small groups in LFC), it is a good idea to have students write texts and develop learning materials together (e.g. summaries, graphics/mindmaps, short videos). These learningaterials can then be made available to the whole group (corrected if necessary). Students can thus deepen their knowledge and lecturers receive indirect feedback on the current learning progress of the students based on the quality of the materials. Clarify orgaorganisational issues (such as time frame and group size) as well as formal and content-related aspects (scope and depth of detail) in advance. Tools for collaborative work include, for example
  
• Wiki (e.g. glossary),
• padlet (e.g. virtual pinboard),
• OnlyOffice (is available via the Uni-Cloud provided via the university cloud),
• Etherpad (e.g. for shared texts) or Co-Writer (for latex documents), both via Stud.IP,
• An online whiteboard(e.g. Miro). This offers many opportunities for collaboration and the board can be presented directly at the end in the form of a presentation.

In order to give students an orientation as to which content can be worked on in self-study, the lecturer should prioritise the provision of learning objectives. In addition, (audio) slide sets and literature recommendations (also to deepen the content) and/or a script should be made available. Further possibilities to support students in their self-study are offered by

• Linking to trustworthy websites, video tutorials, podcasts, case studies, etc. (please take data protection into account here!).
• Cloze texts, fact sheets, info graphics
• Interactive teaching material (simulators etc.)
• Tasks and questions (with sample solutions)
• Structured instructions via courseware

Explain to students in writing how the material is to be used - e.g. as a main source or for in-depth study. In Stud.IP, the use of courseware offers the opportunity to provide students with structured guidance for self-study. Content and tasks can be sequenced and presented sequentially. Students work on the content via Stud.IP in a predefined order (learning path). Learning success checks (e.g. multiple-choice questions) can be integrated so that students can independently check their acquired knowledge. The tool can also be used to create complete course-related learning modules as self-study units and/or in conjunction with a (digital) classroom course.

The asynchronous provision of teaching content eliminates the interactive opportunities offered by a face-to-face course:

• Querying the students' level of knowledge and building on this
• Development of content via visualisations/chalkboards
• Questions and discussions

The combination of synchronous and asynchronous teaching offers a compromise here:

1.) Providing (set to music) slides, learning objectives and materials for self-study

2) Offering a webinar for targeted in-depth study of selected content and clarification of questions and/or open office hours (via chat, wiki or forum)