Why use Just-in-Time Teaching?
JiTT pedagogy builds on decades of research on effective teaching practices and is grounded in learning sciences research that emphasizes active student engagement in the learning process.
In addition, course-based research in a number of disciplines has shown that JiTT has a positive impact on student learning outcomes, while at the same time increasing in-class teaching efficiency and effectiveness.
Linda Nilson's popular Teaching at its Best (2010) highlights JiTT as an effective "inquiry-guided learning" teaching practice (p. 179) that can transform lecture-based courses into more interactive, collaborative, problem-based learning experiences (p. 202) and increase student accountability for learning (p. 220).
JiTT Promotes Effective Teaching Practices
- Increasing student-instructor (and student-student) contact
- Encouraging active learning
- Encouraging cooperative learning
- Providing prompt feedback
- Encouraging time on task
- Communicating high expectations
- Providing a variety of teaching styles to increase the learning effectiveness for students with diverse different learning styles.
JiTT Supports Research on How People Learn
"As a result of the accumulation of new kinds of information about human learning, views of how effective learning proceeds have shifted from the benefits of diligent drill and practice to focus on students' understanding and application of knowledge." (How People Learn, p. xi)
In particular, How People Learn highlights five key factors related to improving student learning. JiTT pedagogy is especially well-suited to incorporate these factors into your teaching practices.
- Understanding students' pre/misconceptions
- Developing expert-like performance and learning
- Encouraging the development of transferable knowledge
- Emphasizing formative assessment
- Helping students become reflective (metacognitive) learners.