Collaborative Research: Developing and Implementing Just-in-Time-Teaching (JiTT) Techniques in the Principles of Economics Course

经济学（82） 近年来，人们越来越担心经济学在实施积极吸引学生参与学习过程的教学创新方面落后于其他学科。作为回应，本项目正在调整最初为物理教育开发的即时教学（JiTT）技术，用于经济学入门课程。JiTT技术联合收割机将基于网络的练习与主动学习教学法相结合，提供了一个动态的学习环境，使学生在学习过程中成为合作者。[See Gregor Novak，E. Patterson，A. Gavrin和W. Christian，“及时教学：将主动学习与网络技术相结合”，普伦蒂斯霍尔，1999年。]学生们在网上完成练习，并在上课前几个小时交上来;教师们在上课前围绕学生的反应组织课堂。学生提交的摘要在课堂上作为讲座主题的基础，也用于开发学生团队在课堂上进行的协作练习。这种双管齐下的方法导致学生更好地为课堂做准备，更多地参与课堂讨论，为教师提供即时反馈，并改善学生的学习习惯。我们正在建立一个模型，用于JiTT应用在传统的经济学原理序列，具有25个模块的讲座/讨论主题，热身练习，经济难题，并在课堂上的合作活动。通过在经济学导论课程中实施JiTT技术，我们希望实现四个相关目标：（1）通过更加强调学生的主动学习活动来改善本科经济学课程的学习，（2）制定有效的策略，将网络的使用融入学生的主动学习环境，（3）提高少数民族学生在经济学方面的学术成就，（4）促进经济学教学实践的变革。开发，实施，评估和传播的JiTT材料的经济学入门课程正在格伦代尔社区学院（GCC）和北卡罗来纳州AT州立大学（NCAT），服务于独特的教育使命和不同的学生群体的机构经验丰富的教师进行。除了开发用于课堂使用的JiTT材料和测试JiTT技术在我们课堂上的有效性外，我们正在NCAT开发一个JiTT经济学网站。该网站最终将包括对JiTT战略的描述、其他地方使用JiTT的链接、我们开发的25个模块的完整汇编、研讨会演示以及我们的研究结果和建议。为了鼓励在经济学中更广泛地采用JiTT策略，我们正在本网站上公布材料，并通过研讨会和专业会议的演讲以及我们所属的经济教育邮件列表来展示我们的研究结果。

Economics (82) In recent years there has been growing concern that economics is lagging behind other disciplines in implementing instructional innovations that actively engage students in the learning process. In response, this project is adapting Just- in- Time Teaching (JiTT) techniques originally developed for physics education for use in introductory economics courses. JiTT techniques combine the use of Web- based exercises with active- learning pedagogy to provide a dynamic learning environment that makes students collaborators in the learning process. [See Gregor Novak, E. Patterson, A. Gavrin, and W. Christian, "Just-in-Time Teaching: Blending Active Learning with Web Technology," Prentice Hall, 1999.] Students complete exercises on the Web and turn them in a few hours before class; faculty then organize the classroom session around students' responses just prior to class. Excerpts from students' submissions are presented during the class as the basis for lecture topics and are also used to develop collaborative exercises that teams of students work on during classroom sessions. This two- pronged approach leads to better student preparation for class, greater participation in classroom discussion, instantaneous feedback for instructors, and improved student study habits. We are building a model for JiTT application in a traditional Principles of Economics sequence that features 25 modules of lecture/ discussion topics, warm- up exercises, economic puzzles, and collaborative in- class activities. By implementing JiTT techniques in introductory economics courses we hope to achieve four related objectives: (1) improving learning in undergraduate economics courses through increased emphasis on active- student learning activities, (2) developing effective strategies for integrating use of the Web in an active- student learning environment, (3) increasing the academic success of minority students in economics, and (4) fostering changes in teaching practices in economics. The development, implementation, evaluation, and dissemination of JiTT materials for introductory economics courses is being carried out by experienced faculty members at Glendale Community College (GCC) and North Carolina A&T State University (NCAT), institutions serving unique educational missions and diverse student populations. In addition to developing JiTT materials for classroom use and testing the effectiveness of JiTT techniques in our classes, we are in the process of developing a JiTT in Economics Web site at NCAT. The Web site will eventually include a description of the JiTT strategy, links to JiTT use elsewhere, a complete compilation of the 25 modules we develop, workshop presentations, and our research findings and recommendations. To encourage broader adoption of JiTT strategies in economics, we are publicizing the materials on this Web site and presenting our findings through presentations at workshops and professional meetings, as well as through economic education listservs to which we belong.