ACTIVE LEARNING

2022 

  • Heffernan, A., Murphy, M.P.A. and Yearwood, D. 2022. Can active learning be asynchronous? Implementing online peer review assignments in undergraduate political science and international relations courses. European Political Science. Available at: https://doi.org/10.1057/s41304-022-00386-6  

 

  • Murphy, M.P.A., 2022. Evaluating Simultaneous Group Activities Through Self- and Peer-Assessment: Addressing the "Evaluation Challenge" in Active Learning. Journal of Political Science Education. Available at: https://doi.org/10.1080/15512169.2022.2099410 

 

 

  • Zech, S.T., Rublee, M.R., Deejay, A. and Flanik, W.M., 2022. Active Learning and the Graduate Classroom: How Gender and International Student Status Affect Preferences and Experiences. Journal of Political Science Education, 18(1), pp.22-34. Available at: https://doi.org/10.1080/15512169.2021.1996383 

  

2021 

  • Alves, E., Silva, A. and Barbosa, G., 2021. A Framework for Active Learning in International Relations: The Case of the Challenge Game. Journal of Political Science Education, 17(1), pp.123-138. Available at: https://doi.org/10.1080/15512169.2019.1612755 

  

  • Cohen, A., Alden, J. and Ring, J., 2021. Using a “Gateway Game” to Stimulate Student Interest and Build Foundational Knowledge. Journal of Political Science Education, 17(sup1), pp.104-115. Available at: https://doi.org/10.1080/15512169.2021.1921588  

 

  • Copridge, K.W., Uttamchandani, S. and Birdwell, T., 2021. Faculty Reflections of Pedagogical Transformation in Active Learning Classrooms. Innovative Higher Education, 46, pp.205–221. Available at: https://doi.org/10.1007/s10755-021-09544-y 

  

  • Forestal, J. and Finch, J.K., 2021. Teaching the Town Hall: Incorporating Experiential Learning in a Large Introductory Lecture Course. Journal of Political Science Education, 17(sup1), pp.116-129. Available at: https://doi.org/10.1080/15512169.2020.1725528  

 

  • Hendrickson, P., 2021. Effect of Active Learning Techniques on Student Excitement, Interest, and Self-Efficacy. Journal of Political Science Education, 17(2), pp.311-325. Available at: https://doi.org/10.1080/15512169.2019.1629946 

 

  • Kartal, M., 2021. Facilitating Deep Learning and Professional Skills Attainment in the Classroom: The Value of a Model United Nations Course. Journal of Political Science Education, 17(sup1), pp.148-168. Available at: https://doi.org/10.1080/15512169.2020.1854771 

 

  • West, L. and Halvorson, D., 2021. Student Engagement and Deep Learning in the First-Year International Relations Classroom: Simulating a UN Security Council Debate on the Syrian Crisis. Journal of Political Science Education, 17(2), pp.173-190. Available at: https://doi.org/10.1080/15512169.2019.1616298 

  

2020 

  • Bijsmans, P., Versluis, E., 2020. Problem-based learning and the relevance of teaching and learning European Studies in times of crises. European Political Science, 19, pp.668–686. Available at: https://doi.org/10.1057/s41304-020-00263-0 

 

 

  • Duchatelet, D., Bursens, P., Usherwood, S., Oberle, M., 2020. Beyond descriptions and good practices: empirical effects on students’ learning outcomes of active learning environments in political science curricula. European Political Science, 19, pp.327–335. Available at: https://doi.org/10.1057/s41304-020-00259-w 

 

  • Groen, A., Bijsmans, P. and Adriaensen, J., 2020. Improving a self-assessment tool to monitor generic skills development in an active learning environment. European Political Science, 19, pp.352–366. Available at: https://doi.org/10.1057/s41304-020-00258-x 

 

  • Leib, J., Ruppel, S., 2020. The learning effects of United Nations simulations in political science classrooms. European Political Science, 19, pp.336–351. Available at: https://doi.org/10.1057/s41304-020-00260-3 

 

  • Owens, D.C., Barlow, A.T. and Smith-Walters, C., 2020. Student Motivation and Resistance in Active Learning Classrooms. In: Mintzes, J., Walter, E. (eds) Active Learning in College Science. Springer, Cham. https://doi.org/10.1007/978-3-030-33600-4_57 

 

  • Perry, T.J. and Robichaud, C., 2020. Teaching Ethics Using Simulations: Active Learning Exercises in Political Theory. Journal of Political Science Education, 16(2), pp.225-242. Available at: https://doi.org/10.1080/15512169.2019.1568879 

 

  • Walk, I., Yim, A., Novak, E., Reiss, C. and Graham, D., 2020. Redesigning the Online Video Lecture Player to Promote Active Learning. 2020 IEEE Frontiers in Education Conference (FIE), pp. 1-5. Available at: doi: 10.1109/FIE44824.2020.9273898 

 

  • Wong, S.L., Yau, S.Y., 2020. Impact of Student Response System on Enhancing Active Learning. In: Li, K.C., Tsang, E.Y.M., Wong, B.T.M. (eds) Innovating Education in Technology-Supported Environments. Education Innovation Series. Springer, Singapore. Available at: https://doi.org/10.1007/978-981-15-6591-5_15 

  

2019 

  • Deejay, A., Rublee, M.R. and Zech, S.T., 2019. Active Learning in Large Graduate Classes: Reflections on an “Attaining Citizenship” Simulation. Journal of Political Science Education, 15(1), pp.120-132. Available at: https://doi.org/10.1080/15512169.2018.1499521 

  

  • Dunn, J.P., 2019. A “Model” for Active Learning and Leadership Development: International Model NATO. Journal of Political Science Education, 15(4), pp.528-534. Available at: https://doi.org/10.1080/15512169.2018.1544907 

  

  

  

  

  • Mitchell, J.S., 2019. Virtual Integration in U.S. Senate Campaigns: An Active Learning Tool for Teaching American Government. Journal of Political Science Education, 15(2), pp.206-217. Available at: https://doi.org/10.1080/15512169.2018.1464458 

  

  

2018 

  • Henshaw, A.L. and Meinke, S.R., 2018. Data Analysis and Data Visualization as Active Learning in Political Science. Journal of Political Science Education, 14(4), pp.423-439. Available at: https://doi.org/10.1080/15512169.2017.1419875 

  

  • Hosman, L. and Jacobs, G., 2018. From Active Learning to Taking Action: Incorporating Political Context Into Project-Based, Interdisciplinary, International Service Learning Courses. Journal of Political Science Education, 14(4), pp.473-490. Available at: https://doi.org/10.1080/15512169.2017.1419876 

  

  • Klunk, B.E., 2018. Review of Playing to Learn with Reacting to the Past: Research on High Impact, Active Learning Practices, Journal of Political Science Education, 14(3), pp.414-417. Available at: https://doi.org/10.1080/15512169.2017.1417862 

  

 

  • Roberts, D., 2018. The message is the medium’: Evaluating the use of visual images to provoke engagement and active learning in politics and international relations lectures. Politics, 38(2), pp. 232–249. Available at: https://doi.org/10.1177/0263395717717229 

  

2017 

  • Blings, S. and Maxey, S., 2017. Teaching Students to Engage with Evidence: An Evaluation of Structured Writing and Classroom Discussion Strategies, Journal of Political Science Education, 13(1), pp.15-32. Available at: https://doi.org/10.1080/15512169.2016.1168303 

  

  • lambach, D., Kärger, C. and Goerres, A., 2017. Inverting The Large Lecture Class: Active Learning In An Introductory International Relations Course. European Political Science, 16, pp.553–569. Available at: https://doi.org/10.1057/s41304-016-0078-3 

  

  • McNally, B., Chipperfield, J., Dorsett, P., Fabbro, L., Frommolt, V., Goetz, S., Lewohl, J., Molineux, M., Pearson, A., Reddan, G., Roiko, A. and Rung, A., 2017. Flipped classroom experiences: student preferences and flip strategy in a higher education context. Higher Education, 73, pp.281–298. Available at: https://doi.org/10.1007/s10734-016-0014-z 

  

  • Murphy, M.P.A., 2017. Using Active-Learning Pedagogy to Develop Essay-Writing Skills in Introductory Political Theory Tutorials. Journal of Political Science Education, 13(3), pp.346-354. Available at: https://doi.org/10.1080/15512169.2017.1328683 

  

  • Nerantzi, C., 2020. The use of peer instruction and flipped learning to support flexible blended learning during and after the COVID-19 Pandemic. International Journal of Management and Applied Research, 7(2), pp.184-195. Available at: http://ijmar.org/v7n2/20-013.html 

  

  

  

2016 

  • Daouk, Z., Bahous, R. and Bacha, N.N., 2016. Perceptions on the effectiveness of active learning strategies. Journal of Applied Research in Higher Education, 8(3), pp. 360-375. Available at: https://doi.org/10.1108/JARHE-05-2015-0037 

  

  • Foldnes, N., 2016. The flipped classroom and cooperative learning: Evidence from a randomised experiment. Active Learning in Higher Education, 17(1), pp.39–49. Available at: https://doi.org/10.1177/1469787415616726 

  

  • Nouri, J., 2016. The flipped classroom: for active, effective and increased learning – especially for low achievers. International Journal of Educational Technology in Higher Education, 13(33). Available at: https://doi.org/10.1186/s41239-016-0032-z 

  

  • Stout, V., Kretschmer, K. and Stout, C., 2016. The Continuing Significance of History: An Active-Learning Simulation to Teach About the Origins of Racial Inequality. Journal of Political Science Education, 12(2), pp.230-240. Available at: https://doi.org/10.1080/15512169.2015.1067625 

  

2015 

  • Jones, R., Bursens, P., 2015. The Effects Of Active Learning Environments: How Simulations Trigger Affective Learning. European Political Science, 14, pp.254–265. Available at: https://doi.org/10.1057/eps.2015.22 

  

  • Sjöstedt, R., 2015. Assessing a Broad Teaching Approach: The Impact of Combining Active Learning Methods on Student Performance in Undergraduate Peace and Conflict Studies. Journal of Political Science Education, 11(2), pp.204-220. Available at: https://doi.org/10.1080/15512169.2015.1030502 

  

2014 

  • Emenaker, R., 2014. Pinning Down the Constitution: Interactively Teaching Congress's Power, Federalism, and Constitutional Interpretation. Journal of Political Science Education, 10(4), pp.443-452. Available at: https://doi.org/10.1080/15512169.2014.947418 

  

  • Inoue, C.Y.A. and Krain, M., 2014. One World, Two Classrooms, Thirteen Days: Film as an Active-Teaching and Learning Tool in Cross-National Perspective. Journal of Political Science Education, 10(4), pp.424-442. Available at: https://doi.org/10.1080/15512169.2014.947422 

  

2013 

  • Ishiyama, J., 2013. Frequently used Active Learning Techniques and Their Impact: a Critical Review of Existing Journal Literature in the United States. European Political Science, 12, pp.116–126. Available at: https://doi.org/10.1057/eps.2012.3 

 

  • Jozwiak, J., 2013. ‘Vegelate’ and Greece: Teaching the EU through Simulations. European Political Science, 12, pp.215–230. Available at: https://doi.org/10.1057/eps.2012.26 

 

  • Kollars, N.A. and Rosen, A.M., 2013. Simulations as Active Assessment?: Typologizing by Purpose and Source. Journal of Political Science Education, 9(2), pp.144-156. Available at: https://doi.org/10.1080/15512169.2013.770983 

  

2012 

  • Bates, D., 2012. ‘Making Politics Matter’: Political Education in a ‘Knowledge-Exchange’ Context. European Political Science, 11, pp.164–174. Available at: https://doi.org/10.1057/eps.2011.18