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Free keywords:
inverted classroom; flipped classroom; lecture; active
learning; blended learning
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’ 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.
