Kitch, W. A. (2011, June), Evaluation of Effectiveness of Just-in-Time Teaching and Peer Instruction Methods in Civil Engineering Courses  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17932

\bibitem{asee_peer_17932}
  Kitch, W. A. (2011, June), \emph{Evaluation of Effectiveness of Just-in-Time Teaching and Peer Instruction Methods in Civil Engineering Courses}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--17932

William A Kitch.  "Evaluation of Effectiveness of Just-in-Time Teaching and Peer Instruction Methods in Civil Engineering Courses".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/17932 Internet.  11 Feb, 2025

\bibitem{asee_peer_17932}
  William A Kitch.
  "Evaluation of Effectiveness of Just-in-Time Teaching and Peer Instruction Methods in Civil Engineering Courses".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/17932 Internet.  11 Feb, 2025

@INPROCEEDINGS{asee_peer_17932
author = "William A Kitch"
title = "Evaluation of Effectiveness of Just-in-Time Teaching and Peer Instruction Methods in Civil Engineering Courses"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/17932}
number = {10.18260/1-2--17932}
}

TY  - CPAPER
AB  -     Use of Web-Based Pre-Class Exercises to Improve Student PreparationAbstract:This paper presents an implementation of two web-based instructional modules in geotechnicalengineering courses at Cal Poly Pomona. One module was implemented in a traditional lecturecourse and the second in a project based laboratory course. The techniques use web-based pre-class exercises designed to encourage students to prepare before class. The lecture class moduleuses a Just in Time Teaching (JiTT) model. This model gives students opened conceptualquestions related to the lecture material for the upcoming class. These questions help to focusstudent preparation, provide incentives for student preparation, and provide the instructorfeedback on the level of student understanding of a topic before the class is taught. Thelaboratory class modules consist of a series of Adobe Presenter ® online presentations. Thesepresentations provide students with an overview of the theory and procedures of laboratory teststo be performed at the upcoming lab session. Students are required to complete the onlinepresentations and pass a short multiple choice quiz before attending class. Approximately threeyears of assessment data has been collected to evaluate the effectiveness of these two pre-classesexercises. Assessment data consists of end-or-course student self assessments collected throughan online survey. The assessment data compares the perceived effectiveness of web-based pre-class exercises, traditional homework, availability of learning outcomes, and peer instructiontechniques. Student perceived effectiveness is also compared to earned course grades.Assessment data indicate that the web-based pre-class exercises are effective in increasingstudent preparedness, keeping students on schedule with the course syllabus, and decreasingcramming before exams. Assessment data also indicate that traditional homework is the mosteffective learning tool in these courses. Both techniques presented are easily implemented usingcurrent Learning Management Systems.
AU  - William A Kitch
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Evaluation of Effectiveness of Just-in-Time Teaching and Peer Instruction Methods in Civil Engineering Courses
UR  - https://peer.asee.org/17932
DO  - 10.18260/1-2--17932
ER  -