“Based on reports from trained classroom observers (graduate students in Psychology) as well as peer (faculty) evaluators who were not using JiTT, a JiTT classroom has substantially more student-student interaction (students involved in group work, students discussing “Warm Up” responses as a class), and more student-faculty interaction (students asking questions or making comments to faculty […]
“Analysis of assessment data for student's performance on knowledge-based questions showed JiTT was helpful for student learning and JiTT-based courses had more consistent exam scores compared to non-JiTT-based courses.” (p.1) Madiraju, C., Tellez-Corrales, E., Hua, H., Stec, J., Nauli, A. M., & Brown, D. M. (2020). Analysis of Student Perceptions of Just-In-Time Teaching Pedagogy in […]
“Data show that students are able to reflect on their prior knowledge and construct new knowledge with weekly graded JiTT exercises. Despite increasing and competing pressures outside of the classroom, students reported increased learning and engagement in a course with required weekly assignments.” (p.507) Guertin, L. A., Zappe, S. E., & Kim, H. (2007). Just-in-Time […]
“It can be concluded that Just in Time Teaching can be one solution to increase student learning achievement. Students who learn with the Schoology-based Just in Time Teaching and students who have high motivation can improve learning achievement.” (p.134) Barikhlana, A., Sholikhan, S., Ayu, H. D., & Jufriadi, A. (2019). The Just In Time Teaching: […]
“Our research suggests that lectures focusing on student difficulties, which were used in this case study as part of the JiTT-based instructional approach, resulted in improved performance on the ICT compared to the RQ for some students but they were not sufficient for helping all students in the quantum mechanics course to have a time […]
“Student performance covering a specific course topic subsequently reinforced by a JITT exercise was found to be measurably higher (>9%) than a control group who did not receive the JITT review...The improvements after using JITT exercises included a higher median and 3rd quartile scores, so JITT may be beneficial to mid-performing students. Overall, student feedback […]
“A key characteristic of JiTT is the creation of a feedback loop between the classroom and the Web using Internet “Warm Up” assignments that are due prior to class time. By examining student responses to Warm Up exercises before class, faculty members can determine the level of understanding, prior knowledge, and misconceptions that students bring […]
“The results also reveal that the JiTT approach has a greater impact on improving student performance than the use of Concept Checks or lecture-only courses.” (p.985) “While both JiTT and Concept Checks are valuable methods for shifting the burden of responsibility onto the student for participating in his or her own education, Justin-Time Teaching is […]
“The benefits of the JiTT approach can be summarized as follows: (a) Students more likely to be prepared for class, (b) the use of student responses in class creates a positive feedback loop that promotes further learning, (c) JiTT exercises make instructors more aware of student thinking processes, and (d) JiTT pedagogy increases students’ cognitive […]
“In this study, learners invested time in extending information because they found a possibility, through this type of strategy, to get more information that was connected to their field of knowledge.” (p.99) “Results of this study indicate that students perceived the strategy of Just in time teaching as a means to engage them in the […]