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Kompetenzorientierte Gruppenprüfungen

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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.
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The lecture is an established form of teaching in political science. Unfortunately, the effectiveness of the format is limited, especially for developing higher-level cognitive competences. The Inverted Classroom Model (ICM) mitigates these weaknesses, offering a space for (inter)active learning. However, political science, as other social sciences, has been slow to adopt the ICM approach. This article discusses several possible explanations for this lack of teaching innovation in our field. It also presents an example of how to apply the ICM to an introductory large lecture course in international relations. We aim to contextualize our ICM application by comparing our approach to that used in other disciplines and discuss differences and challenges resulting from heterogeneous disciplinary cultures.
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