Aktives Lernen in der Massenveranstaltung: Flipped-Classroom-Lehre als Alternative zur klassischen Vorlesung in der Politikwissenschaft

Goerres, Achim; Kärger, Caroline; Lambach, Daniel

doi:10.5771/1430-6387-2015-1-135

Cited by 22 publications

(15 citation statements)

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“…In den Erfahrungen von Dozenten und Lehrkräften, die Flipped Classroom anwenden, spiegeln sich einige praktische Probleme, die hier summarisch aufgeführt werden sollen (Goerres et al 2015;Herreid & Schiller 2013;Lin & Chen 2016;Şengel 2016;Yıldrım & Kıray 2016 Baepler et al 2014;Bhagat et al 2016;Bidwell 2014;Casasola et al 2017;Cieliebak 2014;Clark 2015;Day & Foley 2006;Deslauriers et al 2011;Fautch 2015;Foldnes 2016;Galway et al 2014;Gilboy et al 2015;Goerres et al 2015;González-Gómez et al 2016;Gregorius 2017;Lee & Wallace 2018;Lin & Chen 2016;Love et al 2014;MacKinnon 2015;Marcey & Brint 2012;McLaughlin et al 2014;Missildine et al 2013;Pierce & Fox 2012;Ryan & Reid 2015;Sadaghiani 2012;Schultz et al 2014;Şengel 2016;Sterner et al 2017;Sun & Wu 2016;Thai et al 2017;Van Sickle 2016;Webster et al 2016;Wong & Chu 2014;Zoe et al 2014). Somit scheinen sich die allgemeinen lerntheoretischen Überlegungen zu bestätigen, wonach die schüleraktivierende und selbstbestimmungsf...…”

Section: Probleme Im Flipped Classroomunclassified

“…Das Fachinteresse, welches nach Häussler & Hoffmann (2000) stark, aber nicht ausschließlich durch das Selbstkonzept beeinflusst wird, entwickelt sich in dieser Studie nicht synchron zum Selbstkonzept. Bhagat et al 2016;Bidwell 2014;Casasola et al 2017;Cieliebak 2014;Clark 2015;Day & Foley 2006;Deslauriers et al 2011;Fautch 2015;Foldnes 2016;Gilboy et al 2015;Goerres et al 2015;González-Gómez et al 2016;Gregorius 2017;Lin & Chen 2016;Love et al 2014;MacKinnon 2015;Marcey & Brint 2012;McLaughlin et al 2014;Missildine et al 2013;Pierce & Fox 2012;Sadaghiani 2012;Schultz et al 2014;Şengel 2016;Sun & Wu 2016;Van Sickle 2016;Webster et al 2016;Wong & Chu 2014;Zoe et al 2014). Die Vielzahl der Arten, wie Flipped Classroom im Unterricht eingeführt und umgesetzt werden kann, erklärt die Bandbreite an Ergebnissen, die die Studien auf diesem Gebiet zu Tage förderten.…”

Section: Hypothese 1a: Lernleistungunclassified

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Flipped Classroom im Physikunterricht

Finkenberg¹

2018

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Flipped Classroom inverts traditional teaching methods by delivering direct instruction in online learning videos. The students watch the videos at home so that class time is freed up for student centered and collaborative activities that allow a deeper exploration of the content. By outsourcing lectures, the role of the teacher shifts from instructing to coaching the students.The quasi-experimental pre/post-study with control group examined the effects of flipped classroom applied to basic physics courses at two German secondary schools with N = 151 students in a three-months-treatment. Eight 11 th grade physics courses took part in the study that was conducted in the school years 2015/16 and 2016/17. Four of five teachers involved in the study taught both control and treatment courses. All videos were produced by the teachers and incorporated real experiments to ensure an authentic physics education experience. The research questions focused on the performance in a content knowledge test as well as noncognitive attitudes such as motivation, interest and self-concept. In addition, perceived teacher support and homework habits were also evaluated. FORSCHUNGSFRAGEN UND HYPOTHESEN 29 4 INHALTE UND LERNMATERIALIEN 344.

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Section: Probleme Im Flipped Classroomunclassified

Section: Hypothese 1a: Lernleistungunclassified

Flipped Classroom im Physikunterricht

Finkenberg¹

2018

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“…Examples from political science include several statistics courses (Goerres et al, 2015;Touchton, 2015), a partially inverted introductory American politics class with 140 students (Jenkins, 2015) and an upper-level political science course (Roscoe, 2012). Touchton reports that students indicated a preference for the ICM over a traditional lecture format at the end of the course.…”

Section: The Inverted Classroom In Political Science Teachingmentioning

confidence: 99%

“…Someone is a member of the ICM cohort if he or she took the last exam attempt in the academic year 2014/15. 5 The first-year lecture by the third-named author replaced one session with the IC format, meaning that the students in these surveys here could have had one personal experience with that kind of format for one session (see Goerres et al, 2015). 6 The actual amount of work needed to get the same mark is, of course, not necessarily bigger in the ICM format.…”

Section: Acknowledgmentsmentioning

confidence: 99%

“…In class, students then apply their knowledge by solving problems, discussing the material and doing practical work, either alone, in pairs or in larger groups. There have only been a few documented reports of ICM implementation in political science (Goerres et al, 2015;Jenkins, 2015;Touchton, 2015) and we wish to add further data to this emerging body of literature.…”

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confidence: 99%

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inverting the large lecture class: active learning in an introductory international relations course

2016

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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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Die Lehre der Internationalen Beziehungen

Lambach¹

2020

Handbuch Internationale Beziehungen

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Wie können wir Studierenden die Internationalen Beziehungen (IB) in der Lehre vermitteln? Eine einfache Antwort auf diese Frage gibt es angesichts der unklaren Identität unseres zunehmend pluralistischen Fachs nicht. Dieser Artikel zeichnet die Konturen einer vielfältigen Disziplin nach und diskutiert, welche Fragen die aufgezeigten Veränderungen für unsere Lehre aufwerfen. Nach dem Modell des Constructive Alignment werden zunächst mögliche Kompetenzziele der IB-Lehre diskutiert. Anschließend werden Umsetzungsmöglichkeiten einer aktiven, kompetenzorientierten Lehre vorgestellt.

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Aktives Lernen in der Massenveranstaltung: Flipped-Classroom-Lehre als Alternative zur klassischen Vorlesung in der Politikwissenschaft

Cited by 22 publications

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Flipped Classroom im Physikunterricht

Flipped Classroom im Physikunterricht

inverting the large lecture class: active learning in an introductory international relations course

Die Lehre der Internationalen Beziehungen

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