Active learning in history teaching in higher education: The effect of inquiry-based learning and a student response system-based formative assessment in teacher training

Authors

  • Sergio Tirado-Olivares LabinTic. Laboratorio de integración tecnológica en aulas. Facultad de Educación de Albacete. Universidad de Castilla-La Mancha. España.
  • Ramón Cózar-Gutiérrez LabinTic. Lab of technology integration in classrooms. Faculty of Education of Albacete. University of Castilla-La Mancha. https://orcid.org/0000-0001-8255-6376
  • Rebeca García-Olivares LabinTic. Lab of technology integration in classrooms. Faculty of Education of Albacete. University of Castilla-La Mancha. Spain.
  • José Antonio González-Calero LabinTic. Lab of technology integration in classrooms. Faculty of Education of Albacete. University of Castilla-La Mancha. https://orcid.org/0000-0003-0842-8151

DOI:

https://doi.org/10.14742/ajet.7087

Keywords:

history teaching, pre-service teachers, student response system, inquiry-based learning, quantitative

Abstract

Information and communication technology has produced changes in the demands of modern-day society (e.g., most jobs will require advanced digital skills in the short term). In addition, nowadays, new active methodologies using emerging technologies are being put into practice. However, little research has been conducted with pre-service teachers, particularly in the teaching of history. This quantitative study analysed the impact of the implementation of a mixed methodology using inquiry-based learning and a student response system (SRS) for the formative assessment of the academic achievement of 240 prospective primary teachers of history. The application of this mixed methodology shows better academic results than traditional lecture-based teaching. In addition, students’ scores achieved through use of the SRS predicted the scores of male students in the final exam; however, this was not in the case for females.

Implications for practice or policy:

  • The introduction of information and communication technology into history teaching brings active learning environments in higher education.
  • Pre-service teachers can improve their knowledge of history through the implementation of inquiry-based learning methodology and SRSs.
  • Our results indicate that an SRS can be an effective tool for teachers to carry out students' formative assessment.
  • Teachers can effectively use SRS scores to predict male students' performance in history, but not female performance.

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Published

2021-12-06

How to Cite

Tirado-Olivares, S., Cózar-Gutiérrez, R., García-Olivares, R., & González-Calero, J. A. (2021). Active learning in history teaching in higher education: The effect of inquiry-based learning and a student response system-based formative assessment in teacher training. Australasian Journal of Educational Technology, 37(5), 61–76. https://doi.org/10.14742/ajet.7087

Issue

Section

Special Issue 2021 - Emerging Technologies - Innovative Ped/Competency Develop