Collaborative Research: Just-in-Time-Teaching with Interactive Frequent Formative Feedback (JiTTIFFF) for Cyber Learning in Core Materials Courses

互动频繁形成反馈的即时教学(JiTTIFFF或JTF)项目使用了在以前的NSF项目中开发的参与、评估和反思工具，并使它们适应交互式网络环境。在课内和课外使用这些工具，通过经常向学生提供形成性反馈，有可能提高学习的有效性和效率。新的策略包括：1)通过多层次、评估驱动的频繁形成性反馈循环进行教学；2)从课前备课问题中获得形成性反馈；3)在课堂参与活动中提供反馈；4)下一节课反馈讨论上一节课的混淆之处；5)将活动和评估与现实世界的应用联系起来。与以讲授为基础的教学法相比，建构主义教学法：将平均概念收益(通过材料概念量表衡量)从18%提高到42%；将课堂坚持性从85%提高到95%；将女性退学率从40%降低到10%。网络环境便于实施，并创造了广泛传播所开发的教学战略和工具的潜力。该项目还在调查实施中的问题，以及教师如何利用评估结果来调整教学。这些知识和洞察力正在形成教程、研讨会、网络研讨会和You-Tube视频的开发，供有意在自己的教学中采用JTF教学法的教师使用。JTF教学法正在四个不同人群的环境中实施和评估：亚利桑那州立大学、北卡罗来纳农工大学、俄勒冈理工学院和俄勒冈州立大学。该项目的成果是：1)更新基于网络的JTF学习工具包中的教学资源；2)了解在不同环境下实施JTF的障碍和好处；3)了解教师如何利用多级评估的结果来调整教学以解决学生的学习问题；以及4)评估JTF对学生态度、学习和保持的影响，以及在不同环境和不同人群中使用的差异。它还在调查通过向广大受众传播和传播JTF战略、结果和产品，将JTF战略和工具的一般特征广泛应用于其他工程领域的潜力。这项研究正在向工程教育界通报在其他工程领域使用JTF策略和学习工具的潜力。该项目正在测试JTF教学法在不同环境和不同人群中的有效性，当实施在支持网络的网络平台上时

The Just-in-Time-Teaching with Interactive Frequent Formative Feedback (JiTTIFFF or JTF) project uses engagement, assessment, and reflection tools developed in a prior NSF project and adapts them to an interactive cyber-enabled web environment. Using the tools in and out of class has the potential to increase the effectiveness and efficiency of learning using frequent formative feedback to students. New strategies include: 1) instruction informed by a multi-level, assessment-driven frequent formative feedback loops; 2) formative feedback from pre-class class preparation problems, 3) feedback during in-class engagement activities; 4) next class feedback discussion on confusing points from the previous class and 5) contextualization of activities and assessments with real-world applications. Compared to lecture-based pedagogy, constructivist pedagogy: increased average conceptual gain (measured by the Materials Concept Inventory) from 18% to 42%; increased class persistence from 85% to 95%; and decreased female withdrawal rate from 40% to 10%. The web environment facilitates ease of implementation and creates the potential for broad dissemination of instructional strategies and tools developed. The project is also investigating issues in implementation and how instructors use assessment results to adjust instruction. Such knowledge and insight is shaping the development of tutorials, workshops, webinars and you-tube videos for instruction for faculty interested in adapting the JTF pedagogy in their own instruction. The JTF pedagogy is being implemented and assessed in four settings with diverse populations: Arizona State University, North Carolina A&T, Oregon Institute of Technology, and Oregon State University. This project is producing 1) an updated sets of instructional resources in the web-based JTF Learning Tool Kit; 2) an understanding of the barriers and benefits of JTF implementation in diverse settings; 3) an understanding of how instructors use results of multi-level assessment to adjust instruction to address student learning issues; and 4) an assessment of the impact of JTF on student attitude, learning and retention, and differences arising from use in different settings and diverse populations. It is also investigating the potential for broad application of the general features of JTF strategies and tools in other engineering domains through dissemination and diffusion of JTF strategies, findings, and products to a wide audience. This study is informing the engineering education community of the potential for use of the types of JTF strategies and learning tools in other engineering domains. This project is testing the effectiveness of the JTF pedagogy in different settings with diverse populations when implemented on the cyber-enabled web platforms