The transfer of conventional face-to-face teaching into the digital space usually requires an as-sessment of the learning objectives as well as the methods used owing to the changed technical boundary conditions. In this context, the experiences of the transition to asynchronously pro-vided audio annotated PowerPoint presentations and a three-part lecture concept, which was subsequently implemented on a test basis, were reflected upon. This three-part concept com-bines 1.) asynchronous lectures with annotated presentations, 2.) synchronous lectures with "conventional" explanations of prepared presentation slides as web meetings and 3.) lectures according to the inverted classroom principle. The evaluation of these different lecture types by one and the same group of students showed a self-critical perception of the inverted classroom as a suitable element for independent, semester-accompanying and profound engagement with the course content. Furthermore, the adaptation of an experimental lecture in the digital space proved the importance of audience response systems to support student perception of actively influencing the lecture and experiments.