“Reflective of my best work”: Promoting inquiry-based learning in a hybrid graduate history course

Abstract

This article discusses authentic inquiry-based learning in a hybrid graduate course, Teaching Hidden History, taught in 2015 and 2016. Students in this course created online history learning modules based on their own scholarly research. They defined their intended audience and crafted modules tailored specifically for those learners. The authors draw on course assignments, student modules, interviews, and focus group data to present a model of how inquiry-based learning can be scaffolded to promote the benefits of student-centered inquiry – namely the intrinsic motivation associated with the creation of authentic projects and practical skill acquisition.

Indagación científica y práctica pedagógica en docentes de primaria

“…En este sentido, (Sleeter et al 2020), afirman que el aprendizaje basado en la investigación se puede estructurar para promover los beneficios de la investigación centrada en el estudiante, es decir, la motivación intrínseca asociada con la creación de proyectos auténticos. y adquisición de habilidades prácticas; mientras que (Chu et al 2020), comentan que la autopercepción de los estudiantes sobre su comprensión del plagio difería según los niveles de grado, y su desempeño académico de aprendizaje basado en la investigación tiene una relación con su comprensión real y autopercibida del plagio, indicando la importancia de tomar conciencia sobre el valor de presentar o desarrollar un aprendizaje sin copias literales de la información.…”

Developing student capacity to produce digital scholarship in the humanities

“…This approach can be supported by technology while simultaneously supporting student development of digital agency (Gros, 2016; Schindler et al, 2017). While some students initially find this intimidating and at times uncomfortable (Bendelier et al, 2020; Blaschke and Hase, 2015), they typically adapt and persevere as they learn to evaluate and solve digital challenges (Blaschke and Hase, 2015; McClurken, 2012; Sleeter et al, 2019).…”

An Innovative E-Learning Support for Modern History Distance Learning and the Experience during the COVID-19 Lockdown

“…Modern technologies and multimedia have been employed as effective solutions or as complements to inquiry-based educational processes for the last four decades [1]. In the field of inquiry-based history education, several solutions are available, such as Historiana [2], DocsTeach [3,4] or Virtual Historian [5] and related studies have been published for over two decades, i.e., [6][7][8][9][10]. However, none of these tools unite the development using systematic evidence from the field with a complex ambition at not merely supplemental material , but a profound teaching and learning tool for history education designed to a general curriculum jurisdiction.…”