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  • In this article, I introduce concepts in higher education for teaching qualitative methods in the social sciences, namely flipped classroom and research-oriented learning, and I exemplify and discuss their application to research questions in geography. By integrating both concepts into an undergraduate lecture, I challenge higher education teaching practices in two ways: I prioritize the construction of knowledge by students over my own instruction, and I continuously involve students as peer teachers throughout the teaching and learning process. In the article, I describe the disciplinary and institutional contexts of qualitative method training in geography and argue for a reversal of traditional teaching practices. I then present the teaching and learning assessment step by step in order to make the process more transparent and to allow others to implement it in a similar manner. Finally, I discuss success factors for realizing the flipped classroom and research-oriented learning. Based on my own experience with these challenging concepts, I have come to assume that self-directed students will benefit while those who require more guidance may need additional support from the instructor to prevent them from being disadvantaged by the didactics of the course.     (xsd:string)
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  • 2023 (xsd:gyear)
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  • 2023 (xsd:gyear)
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  • 10.17169/fqs-24.2.4074 ()
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  • 1438-5627 ()
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  • 2 (xsd:string)
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  • Praktiken der Hochschullehre mittels Flipped Classroom und forschendem Lernen umkehren: das Beispiel einer qualitativen Methodenausbildung in der Geografie (xsd:string)
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  • Zeitschriftenartikel (xsd:string)
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  • GESIS-SSOAR (xsd:string)
  • In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 24, 2023, 2 (xsd:string)
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  • 24 (xsd:string)