Well-known
universities and the United States Air Force Academy use Just-In-Time Teaching
(JITT). this approach (Novak, Patterson,
Gavrin, & Enger, 1998). With JITT, adult learners have online
assignment which they complete shortly before class. The instructor reviews the submissions and is
able to adjust class assignments based on the information gathered. In class assignments provide problem solving
activities for collaborative team efforts (Novak, Patterson, Gavrin, & Enger, 1998).
Novak,
Patterson, Gavrin, and Enger (1998) share advantages of this practice including:
- Leveling “the playing field” for adult learners with wide gaps in skills and proficiency,
- Flexibility for class assignments based on student needs,
- and advance preparation for class time for adult learners.
Simonsen,
Smaldino, Albright, and Zvacek (2012) assert that adult learners our goal
oriented, self-directed, and often have reasons for taking classes, which may
be related to their current or future careers.
I have heard coworkers and classmates remark about the waste of time sitting
through classes, training, and professional development sessions explaining
classroom strategies and techniques, when they already know about the idea, or are proficient in the skill, and
truly need time to practice, apply, and develop strategies and techniques. With JITT, adult learners maximize in class
time by applying concepts learned before class in a group situation.
The
JITT approach seems very similar to the “flipped class” design for K – 12
learners. As with the “flipped class”
design, disadvantages could include lack of before class preparation. However, with the nature of adult learners, I
think adults would tend to prepare for class.
JITT
would be very useful for training teachers with the technologies by giving them
background and other pertinent information.
Then, when they arrive for the training session, they could apply the
concepts learned, share ideas, and develop skills and lessons to take into
their classrooms. This would seem a
wiser use of time for all concerned.
References
Novak, G M., Patterson,
E. T., Gavrin, A., & Enger, R. C. (1998). Just-in-time teaching: Active learner pedagogy with www. Paper
presented at IASTED International Conference on Computers and Advanced Technology
in Education , Cancun, Mexico. Retrieved from http://webphysics.iupui.edu/JITT/ccjitt.html
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching
and learning at a distance: Foundations of distance education. (5th ed.) Boston, MA: Allyn & Bacon.
Kimberly,
ReplyDeleteAs you stated, it is not uncommon for learners (especially adult learners) to be uninterested in learning when the content is not relevant to them (Horton, 2012). In addition, when the level of skill and knowledge amongst students differs greatly, the issue of boredom arises. Part of my affinity towards the constructivist approach is due to these concerns. With the constructivist approach, educators must take into consideration prior knowledge and create ways in which students can actively engage in learning. Often times this is through repeated practice that mimics real life situations.
The idea of flipped classrooms has been the subject of discussion on several occasions this week. While the idea is new to me, I am genuinely interested as the flipped classroom encourages students to receive instructive materials outside of class and then actively engage in discussions, laboratories, simulations, and other educational activities in class (Ladner, Beagle, Steele, & Steele, 2004).
Have you used the flipped classroom approach in your educational experience? In what situations do you think that it is most appropriate and beneficial?
--Jillian
References
Horton, W. (2012). E-learning by design. San Francisco, CA: Pfeiffer.
Ladner, B., Beagle, D., Steele, J. R., & Steele, L. (2004). Rethinking online instruction: From content transmission to cognitive immersion. Reference & User Services Quarterly, 43(4), 337-345.
Jillian,
DeleteI began using the flipped class approach this month. I have been able to discuss the flipped lesson response with students during social events this month and in online sessions. Student response has been very positive! In fact, I have only had negative comments from one student - out of around 350 students.
I decided to try the flipped class approach after I participated in a recent flipped classroom webinar, hosted by the Friday Institute. To prepare for the webinar, we were given "homework" to complete. These were flipped videos designed to help us understand the concept. It was helpful to participate in the flipped class before the webinar. I could tell which participants actually viewed our homework based upon the questions they were asking. It is also apparent in my online classes which students have not taken the time to watch the flipped lessons.
Some concerns seem to center around access to the Internet away from school. Many students now have phones which will allow access to the videos. Also, schools are making arrangements for students to view lessons before school, during lunch, or after school. Another option is to allow students to watch at the beginning of class, then they can join their group for application time. According to the webinar hosts, the parent response has been highly favorable. Parents can watch lessons, such as ones on “new math” skills. Before, they were unable to help their children. The flipped videos empower parents to assist students. They also free class time for application of the content.
I was not familiar with JITT. Thanks for sharing how it works. It seems like it would work better in a situation where the teacher is more experienced. When I was a first-year teacher, I don't know if I could have adjusted my lesson plans at the last minute like that. Of course, this seems to imply synchronous class sessions. If the class sessions are asynchronous, the teacher might have a little more time to adjust in giving the next assignment. I really do agree with assignments that prepare the students for real life situations and problem-solving. Even as young as the middle-schoolers I taught, students want to know how they can apply what they are learning and what relevance it will have to their lives.
ReplyDeleteAlma,
DeleteJITT does seem to lend itself better to experienced teachers, or at least ones who are familiar with the content. It also seems to be designed for synchronous sessions, as students come together to apply content in groups.
You are exactly right about students of all ages. From middle school and on to adulthood, students want to know why they are learning material and how they are going to use it in real life situations. I usually try to help my middle school student connect content with their lives. Teaching science tends to make that easy for me, in my opinion.
Kimberly,
ReplyDeleteI like the JITT approach. It seems a very practical idea, allowing each individual student to present his/her knowledge background, so the instructor knows just how to modify the lesson on a per student basis. So does the JITT approach allow every learner to proceed at his/her own pace? That sounds like what it is. In this case, the student is under less pressure to "catch up" with others, and I believe the result is a greater sense of accomplishment. If the adult learner is responsible enough to do his/her part in preparing before class, the JITT method may be ideal for a class of diverse students.
You made some mention of the flipped classroom, but did not give details. I had not heard of it before, so you have just created an assignment for me :=) because I will do the research to increase my knowledge regarding that topic.
Thanks for supplying new and interesting information.
Seraphine
JITT seems to be more related to providing assignments for all students shortly before a synchronous, or face to face, class session. The instructor reviews submissions and adjusts the class assignment based on student responses. The adult learner would have to participate in the before class assignment and submit. One user of this model is the US Air Force Academy. Their students, I think, would be very apt to following class requirements to remain in the Academy. As competition increases for jobs, scholarships, and the like, I think adult learners are going to have to become more responsible learners.
Delete