Moodle is an open source software, a learning platform that can be used for the implementation of e-learning and blended learning concepts. Before taking a closer look at the Moodle Learning Management System (LMS), concepts such as e-learning, blended learning and flipped classroom are briefly explained.

A classic form of teaching is face-to-face teaching, which takes place in a classroom. E-learning and blended learning scenarios offer the opportunity to expand this physical space with the help of digital media.   

The term e-learning is "a generic term for all variants of the use of digital media for teaching and learning purposes that are provided via a data carrier or via the Internet, for example, to impart knowledge, for interpersonal exchange or joint work on artefacts" (Kerres 2018: 6). If we take a brief look at the history of e-learning, we can identify a number of turning points in the development of digital learning opportunities: from the first learning software on external data storage media such as a CD or DVD to MOOCS, comprehensive online courses made available by educational institutions worldwide.

With blended learning the two forms of face-to-face teaching and e-learning are interlinked. In the academic debate, there are various attempts to define and categorise blended learning models. A standardised solution has not yet been established (Wannemacher et al. 2016: 16). The differences between the individual models relate primarily to the timing and scope of the face-to-face and online phases. For example, the following design scenarios can be mentioned (Grein 2018: 4; Würffel 2014: 148).

- Core-and-spoke models, where a core element (e.g. a face-to-face event) takes centre stage and digital units are added as additional elements.

Example: Different teaching concepts are conceivable according to this model. Individual elements can be used both for in-depth discussion of the learning material after the face-to-face meeting and for preparation before the meeting, so that all participants have the same level of knowledge. The Moodle learning platform offers both activities for individual work, such as a quiz or interactive H5P units, as well as the opportunity to work collaboratively on a product. Video recordings and other materials can be made available via the platform.

- Rotational, flow or parallel models, where the face-to-face and online phases are equally weighted and alternate according to a set rhythm.

Example: In this case, it is mostly about courses or modules that are offered in addition to the traditional lessons. When planning, the scope of the online work and the assessment of the online phase are determined in advance. The structure of the online course depends on the didactic objectives.

- Online-driver models, where the online phase is often framed by face-to-face meetings at the beginning and end of the course.

Example: Examples regarding the realisation of such models include further and advanced training courses that take place online and last for a longer period of time. A face-to-face meeting is held at the beginning of the course, so that the participants can get to know each other personally and overcome the initial barriers to working with a new group. The familiarisation meeting is followed by work on the learning platform, where individual modules are worked on according to the learning plan. The course usually concludes with a face-to-face meeting at which the results of the work are presented and the work process is reflected upon. In some scenarios, face-to-face meetings are replaced by web conferences in order to reduce costs and logistics costs.   

- Flex models where content is offered and edited online.  The attendance dates are built in as required. The learning process is usually accompanied by the tutors or the teacher.

Example: This type of organisation can be online courses that are offered as an additional offer or as a form of further training. Support from the tutor or teacher helps to avoid possible motivation problems when learning alone and to ensure personal contact.

One example of a blended learning scenario is the so-called flipped classroom model (Kerres 2018: 23). According to this model, the phase of acquiring new knowledge takes place during independent work on the content before the face-to-face meeting. The content is usually presented in the form of video recordings, which the learners analyse independently before the lesson. In the attendance phase, the content is elaborated, deepened and discussed. This means that more time can be devoted to possible questions and practising together at the face-to-face meeting. The classic learning process is reversed in this sense. There is a shift in activities between the classroom and the home learning environment. The learning platform is used to organise the online work phase, e.g. to provide videos, images, information material and exercises.

In practice, the transitions between the individual models are very fluid. The design of the teaching scenario is based on technical conditions, organisational framework conditions and the didactic embedding. The appropriate didactic concept is selected in such a way that it contributes as effectively as possible to achieving the educational objectives. Simply shifting activities to the online space does not automatically mean effective teaching. When dovetailing conventional classroom teaching with online work, attention should be paid to the sensible didactic preparation and interaction of the two forms of teaching in order to ensure that teaching is organised effectively.