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

协作研究：在经济学原理课程中开发和实施即时教学 (JiTT) 技术

• 批准号: 0088303
• 负责人: Scott Simkins
• 金额: $ 7.99万
• 依托单位: North Carolina Agricultural & Technical State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2001
• 资助国家: 美国
• 起止时间: 2001-04-01 至 2003-11-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0088303&HistoricalAwards=false
• 关键词: Collaborative; Research; Developing; Implementing; Just

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.

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远远落后于其他学科，这些创新积极吸引学生参与学习过程。作为回应，该项目正在改编最初用于物理教育的技术教学（JITT）技术，用于入门经济学课程。 Jitt Techniques将基于Web的练习的使用与主动学习教学法相结合，以提供动态的学习环境，使学生在学习过程中进行合作。 [请参见Gregor Novak，E。Patterson，A。Gavrin和W. Christian，“刚刚教学：将积极学习与Web技术融合”，Prentice Hall，1999年。]学生在网络上完成练习，并在上课前几个小时内将其转动；然后，教师在上课之前就组织了围绕学生的回答的课堂课程。在班上介绍了学生意见书的摘录，作为讲座主题的基础，还用于开发合作练习，这些练习团队在课堂课程中进行。这种两方面的方法可以使学生为班上的学生做好更好的准备，更多的课堂讨论，教师的瞬时反馈以及改善学生学习习惯。我们正在以传统的经济学序列原则为吉特（Jitt）应用建立模型，该原理具有25个讲座/讨论主题，热情练习，经济难题和协作阶级活动的模块。通过在入门经济学课程中实施JITT技术，我们希望实现四个相关目标：（1）通过越来越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）开发有效的策略，将网络使用在积极的学生学习环境中整合到活跃的学生学习环境中，（3）在经济学方面的经济学和经济学方面的教学练习，并在进行经济学方面的学术范围（4）。 Glendale社区学院（GCC）和北卡罗来纳州A＆T州立大学（NCAT）的经验丰富的教职员工正在为杰特（Jitt）材料的发展，实施，评估和传播，为独特的教育任务和多样化的学生群体提供了经验丰富的教职员工。除了开发用于课堂使用的吉特材料并测试Jitt技术在我们的课程中的有效性外，我们还在开发NCAT经济学网站的Jitt。该网站最终将包括对Jitt策略的描述，链接到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，研讨会演示文稿以及我们的研究结果和建议。为了鼓励更广泛地采用经济学中的吉特战略，我们正在该网站上宣传材料，并通过在研讨会和专业会议上以及通过我们所属的经济教育列表中的演讲介绍我们的发现。