Flipping the Introductory American Politics Class: Student Perceptions of the Flipped Classroom

Jenkins, Shannon

doi:10.1017/s1049096515000840

Cited by 19 publications

(22 citation statements)

References 10 publications

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“…Moreover, students with motivation and positive attitude toward learning, besides working in a good design learning environment will succeed in achieving good performance. Jerkins (2015) flipped an "Introduction to US Politics" course, which consisted of 140 students in order to examine the students' perception of taking the class; students perceived it positively and most liked it. However, the study concludes that students were not inclined to engage in group work in a flipped classroom, which arises at critical points in which instructor must think about how to deliver content outside the class, but not just upload lectures to YouTube and still call it flipped.…”

Section: Flipped Classrooms' Effect On Learning Environmentmentioning

confidence: 99%

The Effect of Using Flipped Classroom in Teaching Calculus on Students’ Achievements at University of Tabuk

Albalawi

2018

International Journal of Research in Education and Science

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This study aimed at investigating the effectiveness of using flipped classrooms in teaching the Math2 course for the preparatory year"s students at the University of Tabuk, Saudi Arabia. The Math2 course was organized via an (ADDE) design model, with recorded videos of the topics included in the study; it was implemented by a Moodle platform and was available for the treatment group . Pre-and post-achievement tests were developed in calculus, being the topic of the Math2 course, and implemented for the two groups: the control group consisted of 45 students and the treatment group consisted of 47 students. The results revealed a significant difference in students" performance, favoring the treatment group which was taught using the flipped classroom instruction. However, no statistical significance was found in students" performance related to their majors (medicine, applied medical science, engineering, computer science, and science).

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Section: Flipped Classrooms' Effect On Learning Environmentmentioning

confidence: 99%

The Effect of Using Flipped Classroom in Teaching Calculus on Students’ Achievements at University of Tabuk

Albalawi

2018

International Journal of Research in Education and Science

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“…However, students do not have specific knowledge about the stirring blade and will find it obscure to understand. Based on these actual facts, we explored and applied the flipped class teaching mode, covering preview before class, classroom teaching and after-class expansion [1,12]. The teaching content and training objectives are systematically listed in Table 2.…”

Section: Design Of Flipped Class Teaching Modementioning

confidence: 99%

Exploration and Practice of Flipped Class Mode for “Unit Operation of Mixing” Lecture Under the Outcome Based Education Concept

PAN¹

2019

EDU

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Based on outcome and education concept, for the training objective, the flipped class is applied to the teaching process of mixing unit operation through the implementation of teaching task list, teaching video, teaching courseware, classroom teaching, teaching summary and other measures, which builds students' proactive learning abilities and arouses the learning interest of students in mixing unit operation. The course scoring structure is diversified, covering the preview before class, discussion in class, homework exercises and extended applications after class. Through the investigation and analysis of the teaching situation, we find that most students recognize the role transformation between teaching and learning, are able to adapt to the flipped class mode and satisfied with the teaching effectiveness. Meanwhile, students think that the flipped class mode can increase students' opportunities in independent thinking and problem solving, which is of great benefit to improve their learning ability. The exploration and practice of flipped class mode for "Unit operation of mixing" lecture replaces the "cramming education" teaching style and motivates students creativity. The statistics of survey data on teaching effectiveness shows a high percentage of acceptance, recgonition and perception on the new flipped class mode. The successful implementation of the flipped class mode on the specific lecture also provides insights in other lectures in "Principles of Chemical Engineering".

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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%

“…Goerres et al (2015) present similar results, stating that students achieved better results on application-oriented questions of the exam. Jenkins (2015) reports that her students indicated a preference for the partially flipped format over a traditional lecture. Roscoe (2012) found no significant difference in learning outcomes between students who regularly attended the attendance phase and those who watched lectures online in a blended version.…”

Section: The Inverted Classroom In Political Science Teachingmentioning

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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Flipping the Introductory American Politics Class: Student Perceptions of the Flipped Classroom

Cited by 19 publications

References 10 publications

The Effect of Using Flipped Classroom in Teaching Calculus on Students’ Achievements at University of Tabuk

The Effect of Using Flipped Classroom in Teaching Calculus on Students’ Achievements at University of Tabuk

Exploration and Practice of Flipped Class Mode for “Unit Operation of Mixing” Lecture Under the Outcome Based Education Concept

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

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