Active learning in emergency remote introductory linguistics: Successes and challenge
2021 ◽
Vol 6
(2)
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pp. 5102
Keyword(s):
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.
2016 ◽
Vol 15
◽
pp. 195-222
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2017 ◽
Vol 5
(3)
◽
pp. 411
2019 ◽
Vol 9
(10)
◽
pp. p9494
2020 ◽
Vol 79
(Suppl 1)
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pp. 1297.2-1297
Keyword(s):
2022 ◽
Vol 12
(1)
◽
pp. 1-13
2010 ◽
Vol 43
(04)
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pp. 759-765
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