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Promoting inquiry-based learning in a hybrid graduate history course

Bibliographic Data

ID12712877
AuthorsNate Sleeter (George Mason University, corresponding author), Kelly Schrum (0000-0001-6292-2850, George Mason University), Amy K Swan (George Mason University), Amy Swan (George Mason University), Justin Broubalow (George Mason University)
Year2019
Volume19
Issue3
Pages285-303
Publication date2019-03-09
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueArts and Humanities in Higher Education (JOURNAL)
Journal identifiersISSN: 1474-0222 • E-ISSN: 1741-265X
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/1474022219833662
OpenAlexW2920975909
LanguageEN
Citations received1
References cited9

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

Active learning (machine learning · Authentic learning · Blended Learning · Course (navigation · Educational technology · Graduate students · Mathematics education · Pedagogy · Computer Science · Educator Training and Historical Pedagogy · Engineering · Evaluation of Teaching Practices · Problem and Project Based Learning · Psychology

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