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’ 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.