I think the students tended to see the take-home assessments as being the homework, and the WeBWorK and practice problems were just something to look at. The mix of timed and untimed assessments worked well enough, but the lack of collected homework was not giving us good results.
We had online homework through WeBWorK but otherwise I assigned practice exercises from the book but didn’t take them up. The former are like regular tests and the latter are more like take-home tests with limited collaboration. The grades in the class come primarily from in-class assessments and take-home assessments. So I gave it a shot in my linear algebra class (that is coming to a close this week). Can you invert the classroom for some portions of a course and keep it “normal” for others? Or does inverting the classroom have to be all-or-nothing if it is to work at all? After reading the comments on that piece, I began to think that the targeted approach could work if you handled it right. A while back I wondered out loud whether it was possible to implement the inverted or “flipped” classroom in a targeted way.