Using Just-in-Time Teaching to Motivate Student Learning

This chapter ¹ examines the challenge of using Just-in-Time Teaching (JiTT) to motivate student learning. Based on studies of JiTT pedagogy over two semesters in a large Indiana University statistics course, we found that how JiTT is implemented matters a great deal in terms of its impact on student motivation and learning. During the first semester of JiTT implementation, peer researchers directly observed students as they completed JiTT exercises prior to class, and a follow-up survey asked students about their practices and attitudes regarding JiTT exercises. The results indicated that many students put in minimal effort on the exercises or ignored them altogether, a finding confirmed by feedback from students in the course.