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

Research output: Journal contributions › Journal articles › Research › peer-review

Standard

Inverting the Large Lecture Class: Active Learning in an Introductory International Relations Course. / Lambach, Daniel; Kärger, Caroline; Goerres, Achim.
In: European Political Science, Vol. 16, No. 4, 01.12.2017, p. 553-569.

Research output: Journal contributions › Journal articles › Research › peer-review

Harvard

Lambach, D, Kärger, C & Goerres, A 2017, 'Inverting the Large Lecture Class: Active Learning in an Introductory International Relations Course', European Political Science, vol. 16, no. 4, pp. 553-569. https://doi.org/10.1057/s41304-016-0078-3

APA

Lambach, D., Kärger, C., & Goerres, A. (2017). Inverting the Large Lecture Class: Active Learning in an Introductory International Relations Course. European Political Science, 16(4), 553-569. https://doi.org/10.1057/s41304-016-0078-3

Vancouver

Lambach D, Kärger C, Goerres A. Inverting the Large Lecture Class: Active Learning in an Introductory International Relations Course. European Political Science. 2017 Dec 1;16(4):553-569. doi: 10.1057/s41304-016-0078-3

Bibtex

@article{2b0979b897dd4236a69d6e70a2395cb7,
title = "Inverting the Large Lecture Class: Active Learning in an Introductory International Relations Course",
abstract = "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{\textquoteright} 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{\textquoteright} reactions to the ICM varied greatly. Using a regression analysis of student evaluation scores, we find that students{\textquoteright} preference for collaborative learning best predicted their preference for the ICM over the traditional lecture format.",
keywords = "Politics, inverted classroom, Flipped Classroom, Lehre, Lernen, Didactics/teaching methodology, Vorlesung, Lehre , inverted classroom, Flipped Classroom, aktives Lernen, inverted classroom, flipped classroom, lecture, active learning, blended learning",
author = "Daniel Lambach and Caroline K{\"a}rger and Achim Goerres",
year = "2017",
month = dec,
day = "1",
doi = "10.1057/s41304-016-0078-3",
language = "English",
volume = "16",
pages = "553--569",
journal = "European Political Science",
issn = "1680-4333",
publisher = "Palgrave Macmillan",
number = "4",

}

RIS

TY - JOUR

T1 - Inverting the Large Lecture Class: Active Learning in an Introductory International Relations Course

AU - Lambach, Daniel

AU - Kärger, Caroline

AU - Goerres, Achim

PY - 2017/12/1

Y1 - 2017/12/1

N2 - 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.

AB - 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.

KW - Politics

KW - inverted classroom

KW - Flipped Classroom

KW - Lehre

KW - Lernen

KW - Didactics/teaching methodology

KW - Vorlesung

KW - Lehre

KW - inverted classroom

KW - Flipped Classroom

KW - aktives Lernen

KW - inverted classroom

KW - flipped classroom

KW - lecture

KW - active learning

KW - blended learning

UR - http://www.scopus.com/inward/record.url?scp=85029902551&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/344c820e-4ee9-3cda-a90c-8db794094446/

U2 - 10.1057/s41304-016-0078-3

DO - 10.1057/s41304-016-0078-3

M3 - Journal articles

VL - 16

SP - 553

EP - 569

JO - European Political Science

JF - European Political Science

SN - 1680-4333

IS - 4

ER -

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Research output: Journal contributions › Journal articles › Research › peer-review

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