Implement JiTT incrementally using course management software and existing activity resources¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 design), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article recommends that faculty start JiTT in small pieces, using course management systems (BlackBoard, WebCT, Angel) whose discussion forums serve as templates for Warm Up and Good For assignments and can auto-grade responses, or the free jittWeb.org site to generate Warm Up forms, grade responses online, and export to Excel. Cooperative learning activities can be drawn from lab manuals, study guides, or existing activity books. As the authors advise, "faculty can start slowly; by learning how to imple- ment JiTT into a classroom in small pieces."

Design Implications¶

Context¶

Requirements¶

• Weekly faculty time (an hour or two) to post and review Warm Up assignments
• Course management software or the jittWeb.org site for collecting and grading responses
• A student grader for manually graded cooperative learning exercises if needed

Constraints¶

• JiTT courses require faculty to invest more time than a traditional lecture class, per the authors

Target Learners¶

• college science faculty implementing JiTT
• undergraduate students in large-enrollment science courses

Target Learning Goals¶

• active learning and formative assessment implementation
• student preparation and study habits

Claims¶

• Cooperative learning exercises were rated highly useful by >94% of students and were associated with roughly doubled class attendance [+W]
• Optional 'What is Biology Good For?' essays achieved >75% weekly participation and >90% of students reported they made science relevance clear [+W]

Related Strategies¶

Examples¶

-

Key Sources¶

• Marrs, K.A., and Novak, G. (2004). Just-in-Time Teaching in Biology: Creating an Active Learner Classroom Using the Internet. Cell Biology Education 3, 49–61. https://doi.org/10.1187/cbe.03-11-0022