An Examination of Student Preferences and Learning Outcomes in Flipped Classroom with Online Videos
by Steven Rothman, Ritsumeikan Asia Pacific University
Do flipped classrooms help students learn? A new study on the impact of flipped classes on students shows that students have high favorability ratings for the technique of flipped classrooms, while the statistical analysis shows no positive correlation to student performance indicators. Flipping classrooms is a popular teaching method in universities to increase active learning and retention as the popularity of traditional lectures decline. The study highlights the importance of examining both satisfaction survey scores and performance indicators when evaluating teaching methods.
This Educate-JPSE collaboration brings together articles published in the Journal of Political Science Education that discuss classroom approaches related to teaching about race, racism, social justice and civic action. Our reading list offers a range of materials – from syllabi, reading lists to active learning assignments – that discuss classroom practices through the lens of identity, gender and power relations. It includes a model for professors who are interested in partnering with local community activists to design civically engaged courses, with specific examples covering research and organizing around affordable housing issues.
The Journal of Political Science Education is an intellectually rigorous, path-breaking, agenda-setting journal that publishes the highest quality scholarship on teaching and pedagogical issues in political science. The journal aims to represent the full range of questions, issues and approaches regarding political science education, including teaching-related issues, methods and techniques, learning/teaching activities and devices, educational assessment in political science, graduate education, and curriculum development.