J, Just-in-Time Teaching: A practical guide for college faculty

In an era where classroom engagement and personalized education are more important than ever, just-in-time teaching (JiTT) emerges as a key strategy for college instructors. This pedagogical approach integrates active learning with the timely use of instructional technology to enhance student understanding and participation [1]. JiTT focuses on creating learning experiences that are tailored to the students' current understanding and needs. It involves short, pre-class assignments that gauge students' knowledge on upcoming topics, allowing instructors to adjust their lessons accordingly. This method not only prepares students for class but also provides instructors with feedback on which areas require more attention.

Step-by-Step Implementation

To effectively implement JiTT in the college classroom, a well-structured approach is crucial. This method revolves around dynamically adapting your teaching based on real-time student feedback and performance, enhancing both engagement and comprehension [1, 2]. (The step-by-step process begins with designing pre-class assignments that gauge students' understanding of upcoming topics. This data is then analyzed to identify areas where students struggle or excel, enabling targeted adjustments in classroom activities. The sequence continues with engaging students through interactive learning during class, further solidifying their grasp of the material. Finally, the cycle concludes with gathering post-class feedback to refine and improve future teaching strategies. Each of these steps plays a vital role in creating an educational environment where learning is both efficient and deeply rooted in students' immediate academic needs and interests.

The following steps provide more detailed information.

Step 1. Design pre-class assignments: Start by identifying the key concepts or learning objectives for your upcoming class. Develop a range of concise, focused assignments tailored to these objectives, such as multiple-choice quizzes, short reflective essays, or specific problem-solving tasks. These should be distributed via digital tools like Google Forms or your institution’s learning management system (LMS), ensuring they include clear instructions and are due before the next class. To enhance critical thinking, include questions that require applying concepts to new scenarios, not just recalling facts. 

Step 2. Analyze student submissions: Before your class meets, thoroughly review the submissions to pinpoint common themes and misunderstandings in students’ responses. Leverage your LMS analytics tools to see which questions were most frequently missed and which topics spurred significant discussion. Summarize these insights to determine which topics need more thorough exploration during the upcoming class session.

Step 3. Adjust classroom activities: Modify your lesson plan or lecture based on the analysis to better address the needs you identified. If many students misunderstood a key concept, plan a mini-lecture to clarify it further. Use a variety of instructional strategies, such as peer instruction or small group discussions, to engage students with these challenging topics. Additionally, prepare supplementary resources or alternative explanations for particularly difficult concepts to ensure you can offer immediate clarification during class.

Step 4. Engage in active learning: Design your class time to maximize student interaction and participation. Employ active learning techniques like think-pair-share, breakout groups, or role-playing. Integrate appropriate technologies, such as real-time polling tools to assess understanding or virtual simulations to illustrate practical applications of theoretical concepts. Encourage a collaborative atmosphere by prompting students to discuss and teach one another, which facilitates deeper understanding and retention of the material [3, 4].

Step 5. Close the feedback loop: At the conclusion of each class, implement a quick assessment to gauge the effectiveness of the day's teaching and measure student understanding. This could take the form of a brief quiz, a one-minute paper, or an electronic survey. Solicit direct feedback on which parts of the lesson were most and least helpful through anonymous digital forms. Regularly analyze this feedback to refine your teaching strategies, adjust how content is delivered, and continue tailoring future classes to better meet student needs.

Introducing Students to JiTT

At the start of the class, it is essential to explain the JiTT process to students so they understand how the class will be run, what is expected of them, and what class sessions will look like. JiTT involves pre-class assignments, tailored lessons based on student feedback, and interactive classroom activities. Because this method may differ from traditional teaching approaches, students need a clear understanding of how it will work. An overview of the JiTT process should include:

1. Pre-Class assignments. Students will complete short assignments before class to assess their understanding of upcoming topics.
2. Analysis and adjustment. The instructor reviews these assignments to identify common misconceptions and adjust the lesson plan accordingly.
3. Interactive class sessions. Classes will involve active learning strategies like discussions, group work, and real-time feedback.
4. Feedback loop. After class, students will provide feedback on the session, which the instructor will use to refine future lessons.

Benefits of Just-in-Time Teaching

Implementing JiTT offers a range of advantages that significantly enhance the educational experience [2]. One of the primary benefits is enhanced engagement; students come to class better prepared and are more actively involved in discussions and activities. This heightened engagement is a direct result of tailoring instruction to meet students' specific needs, which not only improves their understanding but also enhances retention of course material. Additionally, JiTT allows for more efficient use of classroom time. By focusing on areas where students require the most support, instructors can optimize class sessions to address these needs effectively. Another critical advantage is the provision of immediate feedback. Both students and instructors benefit from timely responses that inform the ongoing learning process, facilitating continuous improvement throughout the course. Simply put, JiTT creates a dynamic and responsive learning environment that benefits both faculty and students.

Challenges and Solutions

While JiTT is a highly effective pedagogical method, it presents some challenges that faculty need to navigate. A significant concern is the aspect of time management; the preparation and analysis of pre-class assignments can be quite time-consuming. To mitigate this, faculty can initially implement JiTT on a smaller scale, perhaps starting with one or two cycles per semester. This approach allows for a manageable introduction to JiTT, providing the opportunity to adjust and scale up as one becomes more comfortable with the workflow.r5

Another challenge lies in the dependency on technology, as JiTT requires students to complete assignments online. This can pose a barrier, particularly for students who may not have reliable access to digital devices or the internet. To address this, faculty should work closely with their institutions to ensure that all students have access to the necessary technology. This might involve leveraging institutional resources, such as lending programs for laptops or tablets, or providing enhanced access to campus Wi-Fi facilities. By proactively addressing these technological needs, faculty can help ensure that all students are able to participate fully in JiTT activities.

Adapting JiTT for Online Education

While principles of JiTT are often discussed in relation to traditional, face-to-face instruction, JiTT principles can be adapted for asynchronous online courses [5]. This adaptation requires a thoughtful approach to ensure the key principles of timely feedback and course content adaptation are preserved even without real-time interactions. Here are several strategies to implement JiTT effectively in an asynchronous setting:

• Structured timelines for assignments. Even in an asynchronous course, maintaining a structured timeline is crucial. Set regular deadlines for assignments that students need to complete before moving on to the next part of the course material. This maintains a steady pace and ensures that students stay engaged with the course content regularly.
• Frequent, short assessments. Replace the traditional pre-class assignments with frequent, short assessments that students can complete at their own pace before accessing the next set of materials. These could be quizzes, reflection prompts, or problem-solving exercises that are designed to assess comprehension of recently covered topics.
• Adaptive content release. Utilize an LMS that supports adaptive release of content based on assessment outcomes. For example, if a student does not perform well on a particular topic, additional resources or remedial content can be automatically unlocked to help them better understand the concept before moving forward.
• Discussion boards for peer learning. Encourage interaction through discussion boards where students can pose questions, share insights, and discuss course materials. This simulates the interactive component of JiTT and allows students to learn from each other, fostering a community learning environment.
• Regular instructor feedback. Provide regular and timely feedback on assignments and discussions. This can be facilitated through personalized comments, general feedback videos, or summary posts that address common issues or questions that arise from the assessments.
• Use of analytical tools. Employ analytics tools available in the LMS to track student progress and engagement. These insights can guide the instructor in tailoring the content, pacing, and support mechanisms to better meet the needs of the class as a whole.
• Flexible office hours. Offer virtual office hours or Q&A sessions where students can discuss their challenges and receive guidance. This can help in providing the immediate feedback loop critical to JiTT, adapted to the asynchronous format.
• Iterative course adjustments. Based on the feedback and performance data gathered throughout the course, make iterative adjustments to the course content, resources, and teaching strategies. This dynamic adaptation helps in fine-tuning the learning experience to better suit the student body.

By incorporating these strategies, JiTT can be effectively adapted for asynchronous online courses, ensuring that students remain engaged and receive personalized educational experiences even in a non-traditional learning environment.

Conclusion

JiTT is a powerful method for adapting to the dynamic needs of today’s college students. By following this practical guide, faculty can implement JiTT strategies that not only boost student engagement and learning outcomes but also enhance the overall educational experience. As you integrate JiTT into your teaching practices, remember the key is flexibility and responsiveness to your students' learning needs [1].

References

About the Author

Jean Mandernach, Ph.D. is Executive Director of the Center for Innovation in Research on Teaching at Grand Canyon University. Her research focuses on enhancing student learning experiences in the online classroom through innovative instructional and assessment strategies. She explores strategies for integrating efficient online instruction in a manner that maximizes student learning, satisfaction, and engagement. In addition, she has interests in artificial intelligence, innovative faculty development and evaluation models, teaching and learning analytics, emergent instructional technology, and faculty workload considerations. Jean is an active researcher, author, presenter, and consultant in the field of online education.