Engaging with History in the Digital Age: A Study of Technology-Based Distance Learning in History

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Published Jun 1, 2024
https://doi.org/10.61506/02.00308
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Vol. 10 No. 2 (2024): Journal of Policy Research

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Fozia Umar
Lecturer, Department of History, Allama Iqbal Open University, Islamabad

Abstract

In recent years, technological advancements have revolutionised nearly every aspect of our lives, including education. Technology has had a profound impact, particularly in distance learning and teaching of history. With the rise of the internet, interactive software, and various digital tools, historical education has become more accessible and engaging. The article investigates technology-based distance learning and teaching of history, examining its effectiveness and the transformative effects it has on educators, students, and the overall learning experience. It analyses the teaching of history through traditional classroom-based methods, such as chalkboards and face-to-face teaching, to modern technology-driven platforms like online courses, virtual classrooms, and digital tools through Learning Management Systems, MS Teams, and Google Classrooms. Focusing on the teaching of history, the research investigates how technological innovations have redefined instructional approaches, engagement, and accessibility in distance learning systems. By analysing progress in educational technologies, including the use of multimedia, digital archives, interactive modules, and video conferencing, this study assesses how these tools enhance students’ understanding of historical content. It also evaluates the challenges educators face in adapting to these technologies and the efficacy of online platforms in fostering critical thinking, contextual analysis, and historical inquiry. The study examines the potential of digital tools to democratize history education, making it more inclusive and accessible, while addressing the potential drawbacks such as digital literacy gaps and the limitations of student-teacher interaction in virtual settings. To sum up, this study emphasizes the growing role of technology in shaping the future of history teaching and its implications for both instructors and learners in the 21st century.

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This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
[1]
Umar, F. 2024. Engaging with History in the Digital Age: A Study of Technology-Based Distance Learning in History. Journal of Policy Research. 10, 2 (Jun. 2024), 873–878. DOI:https://doi.org/10.61506/02.00308.
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