Blended Learning for a Very Large Class

Introduction to Linguistics is a very large class — usually about 600 students in Ling 1A03 and 300-400 in Ling 1AA3. The size of the class can be overwhelming to first-year students, and the format of the class, which blends on-line components with in-person class sessions, might also be unfamiliar to them. Having a clear structure in Avenue is important to helping students stay on track in the course. In the very large classroom it’s also important to create a sense of community, to alleviate some of the sensation that students might experience of being just a face in the crowd. In the first couple of classes, I remind students that learning can work well in community and I give them a few minutes to get to know each other. In each class period there are always opportunities for students to talk to each other while analyzing data or arguing over the answer to a clicker question. I often remind them that if they don’t know the person they’re sitting next to, it’s worth taking a minute to introduce themselves before jumping into the discussion question. And I often open class with a couple of sentences about myself or my family, so that they remember that I’m a human with a life outside the classroom just as they are.

The screencast embedded below walks you through some of the on-line components of the course from the student’s point of view. The first semester that we used the blended format was Fall 2014. Each year I’ve surveyed students anonymously about their experience in the course and made changes based on their feedback. The first year, their most frequent ask was that we correct the errors in the quizzes, an entirely fair request since that first version did contain more errors than tolerable (partly because we were still learning how to use the Avenue quizzing software, and partly because we were developing materials on a short timeline). So the primary job for my TAs that next summer was to go through the quizzes very carefully and correct any errors. We also added a lot more quiz questions to each topic that summer, so there was a larger bank to randomly draw questions from.

The following year, the thing students wanted most was more practice assignments. As I gradually detached the course from its dependence on the commercial textbook, I created my own new assignments every year. I do this so I can provide them with full answer keys and commentary once the assignment is over, while not having to worry about future students getting access to the answer key. This means that I can post the previous year’s assignments and tests plus the answer keys for them, so that students get a chance to practice and check their own answers.

Here are some sample assignments and practice tests:

Sample Assignment for Ling 1A03

Sample Midterm Test + Answer Key for Ling 1A03

Sample Assignment for Ling 1AA3

Sample Midterm Test + Answer Key for Ling 1AA3

The biggest change for 2018 will be the new Open Access eBook, Essentials of Linguistics. Before September, my TAs are working to update the quiz questions and all the accompanying materials to be consistent with the notation conventions in the new book. In the Spring 2018 course, students have already expressed how pleased they are not to have to shell out $147 for a commercial textbook!

Author: Catherine Anderson

Director of the Gender and Social Justice Program and Teaching Professor in Linguistics at McMaster University, Hamilton, Ontario, Canada.

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