Active learning in emergency remote introductory linguistics
Successes and challenge
Bibliographic Data
| ID | 22159455 |
|---|---|
| Authors | Ann Bunger (0000-0002-6080-3927, Indiana University, corresponding author) |
| Year | 2021 |
| Volume | 6 |
| Issue | 2 |
| Pages | 5102 |
| Publication date | 2021-10-12 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Proceedings of the Linguistic Society of America (JOURNAL) |
| Journal identifiers | ISSN: 2473-8689 • E-ISSN: 2473-8689 |
| Publisher | Linguistic Society of America (PUBLISHER • US) |
| DOI | 10.3765/plsa.v6i2.5102 |
| OpenAlex | W3205528146 |
| Language | EN |
| References cited | 4 |
This paper describes a set of flipped learning materials that I created for emergency remote teaching of introductory linguistics. My goals were to create a set of asynchronous materials that would scaffold student progress through a syntax unit, require active engagement in the material, and enable students to receive incremental formative feedback. Assessment of formative and summative student progress in the unit demonstrates that these materials were as effective at supporting student learning as face-to-face pedagogical methods. The discussion touches on additional issues related to pedagogy of care that were overlooked
Asynchronous communication · Corrective Feedback · Formative assessment · Mathematics education · Pedagogy · Summative assessment · Syntax · Computer Science · EFL/ESL Teaching and Learning · Innovative Teaching Methods · Psychology · Second Language Learning and Teaching · Artificial Intelligence
| Highly cited | No |
|---|