Abstract This article discusses authentic inquiry-based learning in a hybrid graduate course, Teaching Hidden History, taught in 2015 and 2016. Students in this course created online history learning modules based on their own scholarly research. They defined their intended audience and crafted modules tailored specifically for those learners. The authors draw on course assignments, student modules, interviews, and focus group data to present a model of how inquiry-based learning can be scaffolded to promote the benefits of student-centered inquiry – namely the intrinsic motivation associated with the creation of authentic projects and practical skill acquisition.

中文翻译：

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“反映我的最佳作品”：在混合研究生历史课程中促进基于查询的学习

摘要本文在2015年和2016年开设的混合研究生课程“教学隐藏的历史”中讨论了基于真实探究的学习。该课程的学生根据自己的学术研究创建了在线历史学习模块。他们定义了目标受众，并为这些学习者量身定制了模块。作者利用课程任务，学生模块，访谈和焦点小组数据来提出一个模型，该模型可以如何基于查询的学习来促进以学生为中心的查询的好处–即与创建真实项目相关的内在动机和实践技能的掌握。