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

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Arts and Humanities in Higher Education Pub Date : 2020-07-01 DOI:10.1177/1474022219833662

Nate Sleeter, K. Schrum, Amy K. Swan, Justin Broubalow

引用次数: 5

Abstract

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.

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“反思我最好的作品”:在混合型研究生历史课程中推广探究式学习

摘要本文探讨了2015年和2016年开设的混合研究生课程《隐藏历史教学》中真实的研究性学习。本课程的学生根据自己的学术研究创建了在线历史学习模块。他们定义了目标受众，并专门为这些学习者量身定制了模块。作者利用课程作业、学生模块、访谈和焦点小组数据，提出了一个基于探究的学习如何搭建的模型，以促进以学生为中心的探究的好处——即与创建真实项目和实践技能获取相关的内在动机。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Arts and Humanities in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

0.00%

发文量

期刊介绍： Arts and Humanities in Higher Education seeks to: Publish high quality articles that bring critical research to the fore and stimulate debate. Serve the community of arts and humanities educators internationally, by publishing significant opinion and research into contemporary issues of teaching and learning within the domain. These will include enquiries into policy, the curriculum and appropriate forms of assessment, as well as developments in method such as electronic modes of scholarship and course delivery.