Transitioning into and improving online History teaching

0Citations
Citations of this article
29Readers
Mendeley users who have this article in their library.

Abstract

Relatively little literature specific to the discipline of History aims to translate theory into practice in regard to designing effective online and flipped learning experiences. This article synthesises current literature into practical advice and reflects on previous experience as an aid to historians (a) tasked with developing online or flipped units or (b) who have transitioned online and are seeking ways to improve. Feedback from students and learning analytics from a flipped unit at a large Australian university underpin the paper's advice. Student feedback and behaviour, coupled with the reflections of the unit's designers, encourage (1) prioritising effective educational media and recording practices over the production of digital material with the longest shelf life, (2) explicit consideration of unit structure and support offered to students, (3) readings which consider the student perspective, (4) enthusiasm about the delivery format, and (5) the overarching importance of constructive alignment.

Cite

CITATION STYLE

APA

Shannahan, J., & Fredericks, V. (2022). Transitioning into and improving online History teaching. Journal of Classics Teaching, 23(46), 138–146. https://doi.org/10.1017/S2058631022000046

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free