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教学创新方面落后于其他学科，这些创新积极地让学生参与到学习过程中来。作为回应，该项目正在将最初为物理教育开发的即时教学(JITT)技术应用于经济学入门课程。JITT技术结合了基于网络的练习和主动学习教学法的使用，提供了一个动态的学习环境，使学生在学习过程中成为协作者。[参见Gregor Novak，E.Patterson，A.Gavrin和W.Christian，《即时教学：将主动学习与网络技术相融合》，Prentice Hall，1999。]学生在网上完成练习，并在上课前几个小时上交；然后，教职员工在上课前围绕学生的反应组织课堂会议。学生提交材料的摘录将在课堂上呈现，作为课堂主题的基础，也被用来开发学生小组在课堂上进行的协作练习。这种双管齐下的方法使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。我们正在按照传统的经济学原理序列构建一个JITT应用模型，该模型包括25个讲座/讨论主题、热身练习、经济谜题和协作课堂活动。通过在经济学入门课程中应用JITT技术，我们希望达到四个相关的目标：(1)通过更加强调积极的学生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，将网络的使用整合到积极的学生学习环境中，(3)提高少数民族学生在经济学方面的学业成就，以及(4)促进经济学教学实践的变化。JITT经济学入门课程材料的开发、实施、评估和传播是由格伦代尔社区学院(GCC)和北卡罗来纳农工州立大学(NCAT)经验丰富的教职员工进行的，这两所机构服务于独特的教育使命和不同的学生群体。除了开发课堂使用的JITT材料和在我们的课堂上测试JITT技术的有效性外，我们还在开发NCAT的JITT in Economics网站。该网站最终将包括JITT战略的描述、JITT在其他地方使用的链接、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战略，我们正在宣传这个网站上的材料，并通过在研讨会和专业会议上的陈述以及通过我们所属的经济教育列表来展示我们的发现。

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.