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Numerous studies have shown that active learning and student-centered pedagogies lead to better student outcomes, such as higher grades, enhanced self-efficacy, and an increased sense of belonging. These outcomes are closely linked to higher levels of student engagement. To better understand the relationship between student engagement and pedagogical approach, our research documents what actually happens in CS1 classes that implement active learning. This paper presents a case study of two instructors, at different undergraduate institutions, teaching with Process Oriented Guided Inquiry Learning (POGIL) and Interactive Lectures. Using structured classroom observations and student surveys, we measure the engagement of the same students in different class periods taught by the same instructor. Our study investigates the differences and similarities in self-reported and observed student behaviors, as well as observed instructor behaviors. We examine how instructor behavior impacts student behavior. The results show significant differences in observed instructor and student behaviors based on the pedagogical approach. In class periods where instructors spoke more, students were more inclined to watch or listen rather than actively work or discuss, coupled with higher levels of student distraction. Our results provide insight into how specific teaching practices can lead to more engaging classrooms and better student outcomes.
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Using a class wiki to facilitate community and linguistic inclusivity
I describe the implementation of a class wiki in an introductory linguistics class. There were two pedagogical goals: (1) facilitate asynchronous student engagement and collaborative learning; (2) provide opportunities for students to engage with various linguistic issues having to do with justice, equity, diversity, and inclusion. Assessment for the wiki was done using a version of specifications grading (Nilson 2015), so that students could choose their level of engagement with the wiki. A full description of the wiki is available at https://cbjorndahl.github.io/CMUNoLWiki/, which includes detailed descriptions, learning objectives, and prompts given to students for each wiki cate-gory. The present paper focusses primarily on the pedagogical motivations, design of the pedagogical intervention, and a reflection of its effectiveness.
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- Award ID(s):
- 1924593
- PAR ID:
- 10357078
- Date Published:
- Journal Name:
- Proceedings of the Linguistic Society of America
- Volume:
- 6
- Issue:
- 2
- ISSN:
- 2473-8689
- Page Range / eLocation ID:
- 5089
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.3765/plsa.v6i2.5089
