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

\bibitem{asee_peer_17450}
  Ieta, A., \& Pantaleev, A., \& Ilie, C. C. (2011, June), \emph{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

Adrian Ieta, Alex Pantaleev, and Carolina C. Ilie.  "An Evaluation of the “Just in Time Teaching” Method Across Disciplines ".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://strategy.asee.org/17450 Internet.  03 Dec, 2024

\bibitem{asee_peer_17450}
  Adrian Ieta, Alex Pantaleev, and Carolina C. Ilie.
  "An Evaluation of the “Just in Time Teaching” Method Across Disciplines ".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://strategy.asee.org/17450 Internet.  03 Dec, 2024

@INPROCEEDINGS{asee_peer_17450
author = "Adrian Ieta, Alex Pantaleev, and Carolina C. Ilie"
title = "An Evaluation of the “Just in Time Teaching” Method Across Disciplines "
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/17450}
number = {10.18260/1-2--17450}
}

TY  - CPAPER
AB  - 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.
AU  - Adrian Ieta
AU  - Alex Pantaleev
AU  - Carolina C. Ilie
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - An Evaluation of the “Just in Time Teaching” Method Across Disciplines 
UR  - https://strategy.asee.org/17450
DO  - 10.18260/1-2--17450
ER  -