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

Lambach, Daniel; Kärger, Caroline; Goerres, Achim

doi:10.1057/s41304-016-0078-3

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

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Goerres, Achim
University of Duisburg-Essen, Duisburg, Germany;
Projekte von Gastwissenschaftlern und Postdoc-Stipendiaten, MPI for the Study of Societies, Max Planck Society;

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Citation

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. doi:10.1057/s41304-016-0078-3.

Cite as: https://hdl.handle.net/11858/00-001M-0000-002B-96FD-C

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.