Inverting the Large Lecture Class: Active Learning in an Introductory International Relations Course

Research output: Journal contributionsJournal articlesResearchpeer-review

Authors

  • Daniel Lambach
  • Caroline Kärger
  • Achim Goerres
The inverted classroom model (ICM) is an active learning approach that reserves class meetings for hands-on exercises while shifting content learning to the preparatory stage. The ICM offers possibilities for pursuing higher-order learning objectives even in large classes. However, there are contradicting reports about students’ reactions to this kind of teaching innovation. With the ICM making inroads in political science teaching, this paper discusses how students evaluate this method. We report results from an application of the ICM to an introductory international relations course. In our course, students’ reactions to the ICM varied greatly. Using a regression analysis of student evaluation scores, we find that students’ preference for collaborative learning best predicted their preference for the ICM over the traditional lecture format.
Original languageEnglish
JournalEuropean Political Science
Volume16
Issue number4
Pages (from-to)553-569
Number of pages17
ISSN1680-4333
DOIs
Publication statusPublished - 01.12.2017
Externally publishedYes

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