Related Pages

Presentation

Web-based Responses with Follow-Up Peer Discussion

Laura A. Guertin
Learning technologies should be designed to increase, and not reduce, the amount of personal contact between students and faculty on intellectual issues.

Web-based Responses with Follow-Up Peer Discussion
Time for the nuts & bolts!

Laura A. Guertin

Web-based Responses with Follow-Up Peer Discussion
Let's See What You Have To Say!

Laura A. Guertin

Essay

Changing to a student-centered learning environment

Gay B. Stewart
Based on Novak's views on teaching reform, Gay Stewart focuses on her personal experiences with student-centered learning at the University of Arkansas.

Comment on the essay, "On the politics of teaching reform"

Yildirim Dilek
Yildirim Dilek adds a fourth development to Novak's list - the changing status of the "social contract" between science and the public, and the need to bring relevance to not only the students in the classroom but also the public.

JiTTDL - A virtual meeting place for practitioners of Just-inTime Teaching

Gregor M. Novak
Just-in-Time Teaching (JiTT) is a pedagogical strategy designed to blend web technology with active learning in traditional classroom settings. This article describes this digital library as a depository of user contributed pedagogical material and as a virtual discussion forum.

On the Politics of Teaching Reform

Gregor M. Novak
Working with JiTT and the Freshman Learning Project (FLP) at Indiana University, Novak emphasizes the significance of academic reform in the 21st century. Changes in student population, information technology, and research on teaching and learning have increased the prominence of teaching activities for faculty and institutions.

Reflection on Novak's "On the politics of teaching reform"

David S. Koetje
David Koetje reflects on Gregor Novak's essay and his own experiences with changes in the biology curriculum at Calvin College.

Books & Publications

Course portfolio: History of XXth Century Photography

This portfolio describes the instructor’s efforts to help students in a history of photography course improve their critical thinking skills through intensive writing. Part of the course used the JiTT method, in which students responded to the questions shortly before class via the Internet. Students reported that the course did increase their critical thinking. Several noted the JiTT method heightened their engagement in the course.

Just-in-Time Teaching for Food Science: Creating an Active Learner Classroom

Just-in-Time Teaching in Biology: Creating an Active Learner Classroom Using the Internet

Peer Instruction Improves Performance on Quizzes

Learning is not a spectator sport. Students do not learn by simply sitting in a classroom listening to the teacher, memorizing prepackaged assignments, and spitting out answers. Students must talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives. Students who are actively involved in learning retain information longer than when they are passive recipients of instructions.

Searching for the Difference: A Controlled Test of Just-in-Time Teaching for Large-Enrollment Introductory Geology Courses

This paper describes a study of the effectiveness of JiTT an introductory geology course at Western Washington University. The JiTT philosophy is essentially constructivist as it uses web-based resources to uncover student misconceptions and inform the planning of classroom activities. The 21st century novelty of the approach is the short timeframe (minutes to hours) on which this feedback loop occurs every class period.