Using Online Video Oral Histories to Engage Students in Authentic Research

Gould, Jill; Gradowski, Gail

doi:10.1093/ohr/ohu031

Cited by 10 publications

(8 citation statements)

References 17 publications

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“…Analyzing oral history interviews in history lessons might therefore be suitable for fostering students' understanding of history as a reconstruction of the past. More than to simply promote students' historical thinking skills, the goal of the recently increasing use of the oral history approach in schools (e.g., Boyd et al, 2015;Goald & Gradowski, 2014) and in social life (e.g., Shopes, 2015) is to More Fun-Less Learned: Oral History in History Lessons motivate students by getting them to work like a historian (e.g., Lanman & Wendling, 2006a;Whitman, 2011), create an emotional involvement (Plato & Burley, 2009), or impress the students with the eyewitnesses' ''aura of authenticity'' (Sabrow, 2012, p. 27). Oral history use also tends to be connected with digital technologies and the new social phenomenon of storytelling (Freund, 2015).…”

Section: Experiencing History In the Present: Opportunities And Challmentioning

confidence: 99%

Learning Historical Thinking With Oral History Interviews: A Cluster Randomized Controlled Intervention Study of Oral History Interviews in History Lessons

Bertram

Wagner

Trautwein

2017

American Educational Research Journal

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The present study examined the effectiveness of the oral history approach with respect to students' historical competence. A total of 35 ninth-grade classes (N = 900) in Germany were randomly assigned to one of four conditions-live, video, text, or a (nontreated) control group-in a pretest, posttest, and follow-up design. Comparing the three intervention groups with the control group, the intervention groups scored better on four of the five achievement tests. Comparing the live group with the video and text groups, students in the live condition were more convinced of their learning progress at both measurement points. However, they scored lower than the video/text group on two achievement measures and higher on one at the posttest.

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Section: Experiencing History In the Present: Opportunities And Challmentioning

confidence: 99%

Learning Historical Thinking With Oral History Interviews: A Cluster Randomized Controlled Intervention Study of Oral History Interviews in History Lessons

Bertram

Wagner

Trautwein

2017

American Educational Research Journal

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“…However, emphasis was placed on the traditional methods of textual engagement during the initial stages of online searching. Gould and Gradowski (2014) highlighted that "the internet is a way to harness some of that empathy and energy and propel students into rigorous academic research" (p. 350). The participants of this study identified that video oral history can engage students and wider audiences into conducting personal and professional research which several stakeholders such as the SFRS and the public verified.…”

Section: Accessibility and Engagementmentioning

confidence: 99%

On designing an oral history search system

Walker

Halvey

2017

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Purpose - The aim of this research was to conduct a U.K. based assessment of oral history technology and to identify the most important features that should be available in any oral history search system. Design/methodology/approach - A co-design approach involving interviews and focus groups was adopted. The Framework Approach with elements of grounded theory was used to analyse transcripts to identify themes. Findings - Analysis found that ‘ethics, consent and control’, ‘accessibility and engagement’, ‘publicity and awareness’, and ‘innovative technologies’ were the four major themes identified. It was also established that there is limited understanding of oral history in the digital age, numerous interests, ethical concerns, lack of publicity and several key attributes that those designing an oral history search system or archive should strive for. Findings also identified that further exploration into sampling selected technologies on different user groups is required in order to develop software that would benefit the field. Research limitations/implications – Participants were all recruited from one geographic region. The qualitative methodology utilised could be deemed to have elements of subjectivity. Practical implications – This study has identifying important features of any oral history search system and offered design recommendations for any developer of an oral history search systems. Originality/value - This research has validated some previous findings for oral history search systems from more limited user studies. New issues for consideration including usability, software development and marketing have also been identified

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“…In oral history studies, working like a historian is considered to engage and inspire students and increase their interest in history (Bertram, Wagner & Trautwein, 2017;Boyd, Fernheimer & Dixon, 2015;Kabapınar, 2014;Lanman, 1987;Lee & Nasstrom, 1998). In addition, through oral history studies, students learn to conduct research and record real events from the lives of people in society (Boyd, Fernheimer & Dixon, 2015;Goald & Gradowski, 2014;Kabapınar, 2014). Furthermore, oral history studies are considered as a concrete learning area suitable for the new education concept of the 21 st century comprising social responsibility and student-centered, active, and lifelong learning by living (Anderson & Hamilton, 2016 Dilek, 2016;Goald & Gradowski, 2014;Harshman, 2017;Jenks, 2010;Kabapınar, 2014;Kabapınar & İncegül, 2016;Sağlam & Sayımlı, 2018;Shopes, 2015;Stefaniak, Bilewicz ve Lewicka, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…In addition, through oral history studies, students learn to conduct research and record real events from the lives of people in society (Boyd, Fernheimer & Dixon, 2015;Goald & Gradowski, 2014;Kabapınar, 2014). Furthermore, oral history studies are considered as a concrete learning area suitable for the new education concept of the 21 st century comprising social responsibility and student-centered, active, and lifelong learning by living (Anderson & Hamilton, 2016 Dilek, 2016;Goald & Gradowski, 2014;Harshman, 2017;Jenks, 2010;Kabapınar, 2014;Kabapınar & İncegül, 2016;Sağlam & Sayımlı, 2018;Shopes, 2015;Stefaniak, Bilewicz ve Lewicka, 2017). There are also studies conducted with prospective teachers that will use oral history in their class as a classroom teacher in the future (Aktın & Tekir, 2018;Dere, 2018;Dündar, 2017;Tural, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…The literature contains studies in which local methods and oral history are addressed separately (Ablak, Dikmenli & Çetin, 2014;Akbaba & Kılcan, 2012;Aktın & Tekir, 2018;Avcı-Akçalı,2012;Avcı-Akçalı & Aslan, 2016;Boyd, Fernheimer & Dixon, 2015;Crocco & Marino, 2017;Dere, 2018;Dere & Kızılay, 2017;Dere & Kalender, 2019;Dere & Uysal, 2019;Dilek, 2016;Goald & Gradowski, 2014;Harshman, 2017;Jenks, 2010;Kabapınar, 2014;Kabapınar & İncegül, 2016;Sağlam & Sayımlı, 2018;Shopes, 2015;Stefaniak, Bilewicz ve Lewicka, 2017). There are also studies conducted with prospective teachers that will use oral history in their class as a classroom teacher in the future (Aktın & Tekir, 2018;Dere, 2018;Dündar, 2017;Tural, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Understanding Our History: Local and Oral History in Social Studies Courses

Ütkür

2020

Turkish History Education Journal

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The main aim of this study was to elicit the views of prospective classroom teachers (PCT) about their work on local history and oral history after the education given in the social studies course and to determine the properties of their related work. The study group consisted of 63 PTCs attending the third grade at the Department of Classroom Education of a public university in Istanbul, Turkey. In this study, which has the characteristics of action research, document analysis as a qualitative research patterns and an open-ended survey were used as data collection tools. In the study, the PCTs received education on the use of local history and oral history in social studies courses. Then, they were asked to present their work on local history and oral history in a classroom setting. The results obtained show that the education they had been given was effective in the PCTs' learning of how to use these methods in the social studies course. The PCTs successfully utilized local history and oral history in the social studies course and were able to present their related work. In addition, when the results related to the views of the PCTs were examined, it was determined that they had positive thoughts and gains, which is consistent with the literature.

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Using Online Video Oral Histories to Engage Students in Authentic Research

Cited by 10 publications

References 17 publications

Learning Historical Thinking With Oral History Interviews: A Cluster Randomized Controlled Intervention Study of Oral History Interviews in History Lessons

Learning Historical Thinking With Oral History Interviews: A Cluster Randomized Controlled Intervention Study of Oral History Interviews in History Lessons

On designing an oral history search system

Understanding Our History: Local and Oral History in Social Studies Courses

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