How do we integrate skills and content in classics? An inquiry into students’ use of sources

Goodwin, K.; Quinlan, Kathleen M.

doi:10.1177/1474022219896832

Cited by 3 publications

(2 citation statements)

References 21 publications

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“…In this article we would like to draw on our experience in technology-enhanced delivery, complement existing writing (e.g. Barrow et al, 2010; George, 2009; Goodwin & Quinlan, 2019; Pace, 2004), and address the need for more practical advice and examples for historians adapting to ‘the new normal’ of reduced contact hours, flipped delivery, and online education. We structure our discussion around several pillars of online and flipped delivery which emerged over several years teaching online and while coding the qualitative responses to an action research project conducted on a unit dedicated to Classical Greece.…”

Section: Introductionmentioning

confidence: 99%

Transitioning into and improving online History teaching

Shannahan

Fredericks

2022

J. of Class. Teach.

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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.

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Section: Introductionmentioning

confidence: 99%

Transitioning into and improving online History teaching

Shannahan

Fredericks

2022

J. of Class. Teach.

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“…They have to adapt to their new academic and social environment, and many experience difficulties in adjusting to the teaching style and greater degree of autonomy in higher education [1][2][3][4][5]. As students have to learn discipline-specific skills and ways of thinking in higher education, using these skills independently becomes one of the difficulties in their academic transition from high school to university [6]. However, among previous studies of this transition, there is a lack of discipline-specific research, and studies on students' adjustment to English language teaching and learning in Chinese universities are rare [7].…”

Section: Introductionmentioning

confidence: 99%

An Ecological Perspective on University Students’ Sustainable Language Learning during the Transition from High School to University in China

Abrar-ul-Hassan

Gao

2020

Sustainability

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Transitioning from high school to university presents a significant challenge for many students on multiple fronts, including language learning. This mixed-method study draws on an ecological perspective to investigate students’ English learning experiences during the transition from high school to university in China, focusing on teaching content, teaching approach, assessment and feedback, and self-regulated learning. Data is collected from six universities at three different academic levels in China, and analyzed using both statistical and thematic analysis. The research finds that there are differences between high school and university English language education in the above-mentioned four areas, and students’ ecopotentials are of critical importance for their adaptation to university English learning. These findings suggest the necessity of the continuity of teaching content, the promotion of individualized curricula, and the cultivation of self-regulated learning capacities to support students’ sustainable English learning during the transition from high school to university.

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