Oeste, SarahSarahOesteLehmann, KatjaKatjaLehmannJanson, AndreasAndreasJansonLeimeister, Jan MarcoJan MarcoLeimeister2023-04-132023-04-132014-12-15https://www.alexandria.unisg.ch/handle/20.500.14171/86008Universities face the challenge of increasing numbers of students leading to increasingly large lectures, and therefore decreasing interaction and collaboration, which are important factors for individual learning success and satisfaction. With this research-in-progress, we therefore propose a conceptual framework for a blended learning flipped classroom to redesign large-scale IS lectures, recognize the important role of peers in the student journey, and improve interaction. We therefore derive requirements from the theory of interaction for flipped classrooms. These requirements are addressed by design principles for flipped classrooms and implemented in a large-scale IS lecture. With the implementation, we are able to overcome large-scale lecture related limitations, and, as a practical contribution, help IS lecturers to face the according challenges. As a theoretical contribution, we enrich the body of large-scale learning-teaching-environments by considering explicitly the role of peers. The study is currently running in order to evaluate the concept.enflipped classroominteractioncollaborative learningpeer learningpeer creationpeer assessmentlarge-scale lectureslearning successconference paper