Details
| Original language | English |
|---|---|
| Pages (from-to) | 641-652 |
| Number of pages | 12 |
| Journal | Journal of Political Science Education |
| Volume | 17 |
| Issue number | 4 |
| Publication status | Published - 19 Sept 2019 |
| Externally published | Yes |
Abstract
Keywords
- Inverted classroom, active learning, lecture
ASJC Scopus subject areas
- Social Sciences(all)
- Education
- Social Sciences(all)
- Sociology and Political Science
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In: Journal of Political Science Education, Vol. 17, No. 4, 19.09.2019, p. 641-652.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Inverting the Classroom in Large-Enrollment Classes
T2 - A Beginner’s Guide
AU - Lambach, Daniel
AU - Kärger, Caroline
N1 - Publisher Copyright: © 2019 Taylor & Francis Group, LLC.
PY - 2019/9/19
Y1 - 2019/9/19
N2 - The inverted classroom model (ICM) has started to attract attention as a pedagogical approach in political science teaching. While there are many publications describing the application of the model in single courses and analyzing students’ performance in inverted classes, the existing literature provides little guidance for first-time users of the model. In this Political Science Instruction article, we offer a beginner’s guide for preparing and applying the ICM to assist other instructors who wish to invert their classes based on our repeated experiences with the ICM in an introductory International Relations course. Employing a constructive alignment approach, we show how a course can be broken into learning units, each with an online preparatory phase geared toward knowledge acquisition and attendance and follow-up phases focused on application and the development of higher-order cognitive learning objectives. To deal with frequent challenges and pitfalls, we recommend trying a partial inversion first, inverting a familiar course, being prepared for initial resistance from students, sticking with the concept, rethinking theinstructor’s role in the classroom, and combining tight planning but flexible execution of the attendance phase.
AB - The inverted classroom model (ICM) has started to attract attention as a pedagogical approach in political science teaching. While there are many publications describing the application of the model in single courses and analyzing students’ performance in inverted classes, the existing literature provides little guidance for first-time users of the model. In this Political Science Instruction article, we offer a beginner’s guide for preparing and applying the ICM to assist other instructors who wish to invert their classes based on our repeated experiences with the ICM in an introductory International Relations course. Employing a constructive alignment approach, we show how a course can be broken into learning units, each with an online preparatory phase geared toward knowledge acquisition and attendance and follow-up phases focused on application and the development of higher-order cognitive learning objectives. To deal with frequent challenges and pitfalls, we recommend trying a partial inversion first, inverting a familiar course, being prepared for initial resistance from students, sticking with the concept, rethinking theinstructor’s role in the classroom, and combining tight planning but flexible execution of the attendance phase.
KW - Inverted classroom
KW - active learning
KW - lecture
UR - http://www.scopus.com/inward/record.url?scp=85073835725&partnerID=8YFLogxK
U2 - 10.1080/15512169.2019.1664907
DO - 10.1080/15512169.2019.1664907
M3 - Article
VL - 17
SP - 641
EP - 652
JO - Journal of Political Science Education
JF - Journal of Political Science Education
SN - 1551-2169
IS - 4
ER -