Reframing History Education through Scaffolded Microlearning Toward an Inclusive and Dialogic Oral History-Based Pedagogy

DOI

10.2991/978-2-38476-624-6_19How to use a DOI?

Keywords

Microlearning; Scaffolding; Oral History; Dialogic Pedagogy; Inclusive Education

Abstract

Contemporary history education remains largely dominated by monologic narratives and content transmission, offering limited space for student voice, dialogic engagement, and diverse historical perspectives. Digital learning environments have expanded access to historical content but often reproduce rather than transform traditional pedagogical structures, while oral history’s potential to amplify marginalized voices remains underdeveloped within digital pedagogy. This study addresses this gap by proposing a reframing of history education through the integration of scaffolded microlearning and oral history-based pedagogy. Adopting a pilot design-based research (DBR) approach structured around a single iterative design cycle, the study involved the design, implementation, and evaluation of five microlearning video modules grounded in instructional scaffolding principles, delivered to twenty-four undergraduate students in a higher education history course. Data were collected through classroom observations, student reflective responses, and field notes, and analyzed through iterative thematic analysis. Rather than pursuing generalizable statistical outcomes, the study emphasizes design insights and pedagogical implications. Findings indicate that scaffolded microlearning functioned as a mediating structure that activated dialogic engagement, catalyzed student voice, and fostered inclusive engagement with historical narratives, particularly through oral testimonies that enabled students to connect course content to their own community histories. These findings inform a three-dimensional conceptual framework — structural, dialogic, and inclusive — offered as a design heuristic for scaffolded, oral history-based history education. The study contributes an empirical account of how instructional scaffolding can extend microlearning beyond content delivery toward dialogic and inclusive pedagogy, and illustrates the potential of design-based approaches in bridging digital innovation with transformative educational practice.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Khoirul Anwar
AU  - Akhmad Arif Musaddad
AU  - Djono
PY  - 2026
DA  - 2026/10/19
TI  - Reframing History Education through Scaffolded Microlearning Toward an Inclusive and Dialogic Oral History-Based Pedagogy
BT  - Proceedings of the 3rd International Conference on History, Social Sciences, and Education (ICHSE 2026)
PB  - Atlantis Press
SP  - 253
EP  - 266
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-624-6_19
DO  - 10.2991/978-2-38476-624-6_19
ID  - Anwar2026
ER  -