Differentiation and Motivation through Blended Learning in the Discipline of History
Identifiers (Article)
Abstract
Some courses are designed to teach students skills they can apply or replicate almost automatically, which can lead to a perceived sense of redundancy. How can instructors both motivate those students and meet their individual learning speeds and needs, especially when highly heterogeneous groups of students, with various levels of knowledge and skills, participate in such courses? This question formed the basis of a teaching experiment within the Department of History at Heidelberg University that combined traditional in-person teaching with digital learning formats. The following paper presents the initial development of the course as well as one of its concrete sections centered around specific learning goals. It aligns research on hypermedia and online learning with the in-class experience and course evaluations in order to discuss the strengths and weaknesses of a class that used blended learning as a means of differentiation and mobilization.
Statistics
References
E-Learning. Lehren und Lernen mit digitalen Medien. 3. aktualisierte Auflage. Bielefeld: Bertelsmann.
BIGGS, John. 2014. „Constructive alignment in university teaching“, in: HERDSA Review of Higher Education 1, S. 5-22.
BLENDED LEARNING in der Praxis (https://www.blink.it/blended-learning-in-der-praxis;
Zugriff am 6.09.2020).
DREW, Dan G., GRIMES, Thomas. 1987. „Audio-visual redundancy and TV news recall“,
in: Communication Research 14:4, S. 452–461.
ECKERT, Hans-Jürgen, BEIGEL, Thorsten. 2019. Historisch Arbeiten. Handreichung zum Geschichtsstudium. Göttingen: Vandenhoeck & Ruprecht.
ERPENBECK, John, SAUTER, Simon, SAUTER, Werner. 2015. E-Learning und Blended Learning. Selbstgesteuerte Lernprozesse zum Wissensaufbau und zur Qualifizierung. Wiesbaden: Springer-Gabler. Online-Ressource: DOI https://doi.org/10.1007/978-3-658-10175-6.
E-TEACHING.ORG. 2006. „Didaktische Modelle“
(https://www.e-teaching.org/didaktik/theorie/didaktik_allg/DidaktischeModelle.pdf; Zugriff: 26.08.2020).
GUO, Philip J., KIM, Juho, RUBIN, Rob. 2014. „How video production affects student engagement:
an empirical study of MOOC videos“, in: SAHAMI, Mehran et al. (Hrsg.): Proceedings of
the First ACM Conference on Learning: March 4-5, 2014, Atlanta, Georgia, USA. New York: Association for Computing Machinery, S. 41-50. Online-Ressource: DOI https://doi.org/10.1145/2556325.2566239.
HOFMANN, Jennifer. 2018. What Works in Talent Development / Blended Learning. Alexandria, VA: ATD Press. (https://learning.oreilly.com/library/view/blended-learning/9781562861070/; Zugriff: 26.08.2020).
KAUFMANN, Dorothea, EGGENSPERGER, Petra. 2017. Gute Lehre in den Naturwissenschaften. Der Werkzeugkasten: einfach, schnell, erfolgreich. Berlin, Heidelberg: Springer Link. Online-Ressource: DOI https://doi.org/10.1007/978-3-662-55520-0.
MERKT, Martin, WEIGAND, Sonja, HEIER, Anke, SCHWAN, Stephan. 2011. „Learning with videos vs. learning with print: The role of interactive features“, in: Learning and Instruction, 21:6,
S. 687-704. (https://doi.org/10.1016/j.learninstruc.2011.03.004).
REINMANN-ROTHMEIER, Gabi. 2003. Didaktische Innovation durch Blended Learning. Leitlinien anhand eines Beispiels aus der Hochschule. Bern, Göttingen et al.: Huber
PANDEL, Hans-Jürgen. 2012. Quelleninterpretation. Die schriftliche Quelle im Geschichtsunterricht. Schwalbach/Ts.: Wochenschau Verlag.
SEEL, Norbert M., IFENTHALER, Dirk. 2009. Online lernen und lehren. München, Basel: Reinhardt.
ZHANG, Dongsong, ZHOU, Lina, BRIGGS, Robert O., NUNAMAKER Jr., Jay F. 2006. „Instructional
video in E-Learning: Assessing the impact of interactive video on learning effectiveness“, in: Information & Management 43:1, S. 15–27. (https://doi.org/10.1016/j.im.2005.01.004)
