A Case for the Asynchronous Survey: Modern Latin America
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| Title: | A Case for the Asynchronous Survey: Modern Latin America |
|---|---|
| Language: | English |
| Authors: | Carlos Salvador Dimas |
| Source: | History Teacher. 2026 59(2):227-240. |
| Availability: | Society for History Education. California State University, Long Beach, 1250 Bellflower Boulevard, Long Beach, CA 90840-1601. Tel: 562-985-2573; Fax: 562-985-5431; Web site: http://www.societyforhistoryeducation.org/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, Introductory Courses, Latin American History, Asynchronous Communication, Curriculum Development, Online Courses, Learner Engagement, Attention Span, Reading Assignments |
| Geographic Terms: | Nevada (Las Vegas) |
| ISSN: | 0018-2745 1945-2292 |
| Abstract: | By the end of a semester at the University of Nevada, Las Vegas, students have received around 40 hours of in-class instruction for a three-credit course. In the modern Latin American survey course taught by the author must therefore, in 40 hours, the equivalent of an average work week, have to cover 200 years of Latin American history. Ideally, the author would want to include as much as possible by covering more areas under a single theme, but there is simply not enough time. The author believes an online asynchronous class could offer some solutions to work around time limitations. This article centers on two points. First, it goes over how the author, alongside a team of online teaching experts and instructional designers, planned his asynchronous Modern Latin America survey in 2019, with many of the pedagogical considerations debated and reasoning for key choices. Second, it identifies areas he wants to change and broaden after years of running the course and further understanding of the place of online education. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Access URL: | https://www.societyforhistoryeducation.org/F26Preview.html |
| Accession Number: | EJ1505811 |
| Database: | ERIC |
| Abstract: | By the end of a semester at the University of Nevada, Las Vegas, students have received around 40 hours of in-class instruction for a three-credit course. In the modern Latin American survey course taught by the author must therefore, in 40 hours, the equivalent of an average work week, have to cover 200 years of Latin American history. Ideally, the author would want to include as much as possible by covering more areas under a single theme, but there is simply not enough time. The author believes an online asynchronous class could offer some solutions to work around time limitations. This article centers on two points. First, it goes over how the author, alongside a team of online teaching experts and instructional designers, planned his asynchronous Modern Latin America survey in 2019, with many of the pedagogical considerations debated and reasoning for key choices. Second, it identifies areas he wants to change and broaden after years of running the course and further understanding of the place of online education. |
|---|---|
| ISSN: | 0018-2745 1945-2292 |
