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An Evaluation of the “Just in Time Teaching” Method Across Disciplines

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2011 ASEE Annual Conference & Exposition


Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011



Conference Session

Innovations in Teaching Physics or Engineering Physics II

Tagged Division

Engineering Physics & Physics

Page Count


Page Numbers

22.170.1 - 22.170.14



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Paper Authors


Adrian Ieta State University of New York, Oswego

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Adrian Ieta (M. 1999) received the B.Sc. degree in physics from the University of Timisoara, Timisoara, Romania, in 1984, the B.E.Sc. degree in electrical engineering from the “Politehnica” University of Timisoara, Timisoara, in 1992, and the M.E.Sc. degree and the Ph.D. degree in electrical and computer engineering from The University of the Western Ontario, London, ON, Canada, in 1999 and 2004, respectively. He was with the Applied Electrostatics Research Centre and the Digital Electronics Research Group, The University of Western Ontario, where he worked on industrial projects and taught. He is currently an Assistant Professor in the Department of Physics, State University of New York, Oswego. Dr. Ieta is a member of Professional Engineers of Ontario.

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Alex Pantaleev State University of New York, Oswego

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Carolina C. Ilie State University of New York, Oswego

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An evaluation of the “just in time teaching” method across disciplinesThe implemented method aims at adjusting teaching content “just in time” (JiTT), shortly before class,based on students’ understanding and feedback on the concepts learned. Student reading is stimulatedby online questions on topics to be taught. Questions are to be answered before the class begins. Theinstructor can see student answers in a spreadsheet format in real time. Upon scrolling over studentanswers, the instructor can quickly adjust lecture content to topics signaled by the students as beingmore unclear or more difficult to understand. JiTT involves more student work, as students are guidedto read anticipated lecture content in advance and to answer questions. In order to assess theappropriateness of JiTT at different class levels and across disciplines, the method was implemented intwo physics, one software engineering/computer science, and one composition classes. A commonquestionnaire was given to all students for comparing results and student perception. The majority ofthe survey respondents felt that the online assignments helped them very much with keeping up withlecture material, while they activated students likely to be passive in the groups. Most of therespondents were indeed interested or even excited when their answers were discussed in class, whichis in tune with the fact that students became more curious about the material and their work aftercompleting the online questionnaire. Factors perceived by the students to be motivating them toprepare for class are identified, with the online questionnaire on top for all four courses taught bydifferent instructors. It is interesting to note that although the implementation of JiTT was somehowdifferent, depending on each instructor’s style, and although class levels and disciplines were different,significantly similar positive perceptions were recorded for different criteria.

Ieta, A., & Pantaleev, A., & Ilie, C. C. (2011, June), An Evaluation of the “Just in Time Teaching” Method Across Disciplines Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17450

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