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Teaching Unseen Students: The Online Challenges for an American Holocaust Course

  • Jeffrey KleimanEmail author
Chapter
Part of the Holocaust Education – Historisches Lernen – Menschenrechtsbildung book series (HEM)

Zusammenfassung

Die starke Zunahme von Online-Kursen in den USA zwingt praktisch jede Disziplin dazu entsprechende Angebote zu machen. Mehr als fünf Millionen Schülerinnen und Schüler, etwa 28 % aller Schülerinnen und Schüler, die ein amerikanisches College oder eine amerikanische Universität besuchen, nehmen an Online-Kursen teil. Für diejenigen, die mit Online-Kursen nicht zu Recht kommen, werden anrechnungsfähige Kurse von akkreditierten Institutionen angeboten. Die Schülerinnen und Schüler nehmen in der Regel von zu Hause aus über einen PC teil. Selten finden „Echtzeit“-Gespräche statt, stattdessen ist die Arbeit weitgehend „asynchron“, das bedeutet, dass es eine gemeinsame Abgabefrist für Aufgaben gibt, aber keine regelmäßigen Besprechungszeiten.

Online-Bildung ermöglicht es Schulen, eine große Angebotsvielfalt für die diversesten Zielgruppen zu schaffen. Inhalt und pädagogische Modi müssen sich an diese neue Umgebung anpassen, um diesen diversen Zielgruppen einen guten Service zu bieten. Die Erstellung eines Kurses über den Holocaust kann dabei eine besondere Herausforderung darstellen.

Abstract

The explosion of online courses in the United States means that virtually every discipline ends up in this format at some university level. Begun as an effort to increase enrollments (and revenue), American colleges and universities have shifted their sights to a wider range of students. More than five million students, approximately 28% of all students attending an American college or university, enroll in online classes. For those unfamiliar with the online approach, credit-bearing courses from accredited institutions become an option without ever entering a classroom. Students usually participate from home via personal computer. Rarely do “real time” conversations take place; instead, work is largely “asynchronous”, a term that signifies a shared deadline for assignments, but no regular meeting times.

Online education allows schools to move beyond the traditional students to open opportunities for many more of diverse backgrounds. It also spreads enrollment options far beyond the physical campus’s presence to people who are “place bound”; this is to say, adults who are raising families while working or living remotely. Content and pedagogical modes must conform to this new environment to serve these students well. While many courses in the humanities and social sciences face these constraints, creating a Holocaust course can be especially challenging.

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Copyright information

© Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature 2019

Authors and Affiliations

  1. 1.MarshfieldUSA

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