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LIBERATORE University of Toledo  \nToledo, OH  \nRACHEL M. MORRISHAND  \nCHARLES R. VESTAL Colorado School of Mines Golden, CO  \nABSTRACT  \nThe utility of Just-In-Time-Teaching (JITT) is compared across course topics and groups of students not receiving JITT exercises in class. JITT feedback incorporated various active learning exercises based on students’ performance on online homework problems from Sapling Learning. With over 200 students in two sections participating in the sophomore level introductory thermodynamics course, student performance was evaluated on in-class quiz and exam problems. Student performance covering a specific course topic subsequently reinforced by a JITT exercise was found to be measurably higher (>9%) than a control group who did not receive the JITT review. Overall, comparing student achievement across five topics covered by JITT compared with five different course topics not covered by JITT did show small positive outcomes. The improvements after using JITT exercises included a higher median and 3rd quartile scores, so JITT may be beneficial to mid-performing students. Overall, student feedback on the JITT reviews showed that over 85% of the students thought the JITT exercises were helpful for engagement and a good use of class time.  \nKey words: Just-in-time-teaching, thermodynamics, Sapling Learning  \nINTRODUCTION  \nActive learning encompasses a large set of pedagogies that engage students in the classroom 1-3. Recently, the integration of technology with active learning has provided educators with  \nSPRING 2017 1  \nADVANCES IN ENGINEERING EDUCATION  \nEffectiveness of Just In Time Teaching on Student Achievement in an Introductory Thermodynamics Course  \nquantifiable data sets on the effectiveness of different active learning techniques. For example, students responding via electronic clickers improved in their conceptual understanding in sciences and engineering 2,4-6 . In this work, the technology is an outside of the classroom online homework platform that provides the instructors data to complete just-in-time-teaching exercises related to difficulties in the homework.  \nJust-In-Time-Teaching (JITT) defines a set of active learning pedagogies 7,8 . JITT can be used to clarify new concepts and eliminate misconceptions by linking work students do prior to class with classroom exercises, explanations, and lectures. Developed to engage students in class and provide real time feedback 8, the use of JITT has spread to many diverse disciplines; however, few engineering applications have been published 7,9 .  \nIn general, JITT builds cognitive and metacognitive skills using a number of established learning principles, which will be briefly summarized here. JITT provides a flexible, but structured mechanism for the students to complete work, usually outside of class, that provides the instructor feedback on learning gaps. Then the instructor can use class time to provide feedback through additional student-centered activities. A number of examples tying research on learning 10-12 to the suite of JITT techniques can be found in the books and journals 7-9,13-15 . For example, presenting the aggregate student responses to the class, a misconception may be identified for the majority of the class. Then an exercise can be completed to repair the misconception while simultaneously building the students’ metacognitive skills 16-18. Overall, many new technologies can provide instructors with realtime data to identify learning gaps and instruction can then focus on building a more complete understanding of the subject, which has been applied across a range of teaching styles, courses, and learning environments 7.  \nIn order to deliver just-in-time teachin","cbCaikfFYCAaLYTq","https://ap.wps.com/l/cbCaikfFYCAaLYTq","pdf",1983303,15,"English","# Abstract\n# Introduction\n# Methodology","[{\"question\":\"What is Just-In-Time Teaching (JITT) in this study?\",\"answer\":\"JITT is a set of active learning approaches that connect pre-class student work with in-class exercises, explanations, and lectures. It uses real-time feedback to address learning gaps and misconceptions.\"},{\"question\":\"How was JITT implemented in the thermodynamics course?\",\"answer\":\"Students completed online homework using Sapling Learning. Instructors reviewed results about two hours before class and turned selected problem areas into in-class exercises or mini-lectures for groups of 2–3 students.\"},{\"question\":\"Did JITT improve student achievement, and for whom?\",\"answer\":\"Yes. Performance on topics reinforced by JITT exercises was measurably higher—over 9%—than a control group without the JITT review. The improvements were most pronounced for mid-performing students, reflected by higher median and third-quartile scores.\"}]","Effectiveness of Just In Time Teaching on Student Achievement in an Introductory Thermodynamics Course | PDF",1792065778,38]