Active learning in emergency remote introductory linguistics: Successes and challenge

Ann Bunger

doi:10.3765/plsa.v6i2.5102

Abstract

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.

Highlights

Whether a class meets online or face-to-face, it is always a challenge to create innovative and engaging materials that will allow students to monitor their own progress through a unit and to hold them accountable for completing the work (Angelo & Cross 1993, Felder & Brent 2009, Bean 2011). Creating these materials in an unfamiliar modality and on the cusp of a global crisis adds a layer of drama to the task, and this is the situation I found myself in in as my institution turned to emergency remote teaching (ERT) during the early stages of the COVID-19 pandemic
While active learning is a common practice in many problembased introductory linguistics courses, ERT in Spring 2020 presented the additional challenges of holding students accountable for engaging in active learning on their own time rather than in the classroom, and while under the added pressures of the global pandemic
Scores on the syntax homework assignment demonstrate that this approach supported student learning as effectively as f2f methods

Summary

Introduction

Whether a class meets online or face-to-face, it is always a challenge to create innovative and engaging materials that will allow students to monitor their own progress through a unit and to hold them accountable for completing the work (Angelo & Cross 1993, Felder & Brent 2009, Bean 2011). As I created the asynchronous version of this syntax unit, my goals were to create materials in which concepts and skills were scaffolded, students would be required to engage actively in the learning process, and they would receive individual incremental formative feedback to help them gauge their own progress.

Results

Conclusion