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Using Just-in-Time Teaching Techniques in the Principles of Economics CourseNorth Carolina Agricultural and Technical State University, simkinss{at}ncat.edu
Glendale Community College, mmaier{at}glendale.edu This article provides an overview of Just-in-Time Teaching (JiTT) pedagogy and the development, implementation, and assessment of JiTT pedagogy in teaching introductory, college-level economics courses. Broadly speaking, JiTT techniques blend structured, out-of-class, web-based exercises with related classroom activities that promote active student learning. The two components work together to promote a feedback loop that encourages outside-of-class preparation by students, provides prompt feedback on students’conceptual understanding of course material, and informs just-in-time modifications of class activities and discussion. The benefits of the JiTT approach can be summarized as follows: (a) Students are 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 learning.
Key Words: active learning • pedagogy • principles of economics • web-based exercises
Social Science Computer Review, Vol. 22, No. 4,
444-456 (2004) |
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