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

协作研究：利用交互式频繁形成性反馈 (JiTTIFFF) 进行核心材料课程网络学习的即时教学

• 批准号: 1226325
• 负责人: Stephen Krause
• 金额: $ 42.51万
• 依托单位: Arizona State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-09-01 至 2016-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1226325&HistoricalAwards=false
• 关键词: Collaborative; Research; Just; Time; Teaching

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

即时教学与交互式频繁形成性反馈（jittiff或JTF）项目使用参与、评估和反思工具，这些工具是在先前的NSF项目中开发的，并使它们适应交互式网络网络环境。在课堂内外使用这些工具，通过对学生频繁的形成性反馈，有可能提高学习的有效性和效率。新的策略包括：1)由多层次、评估驱动的频繁形成性反馈循环提供指导；2)课前备课问题的形成性反馈；3)课堂参与活动的反馈；4)下节课对上节课的困惑点进行反馈讨论，5)将活动和评估与实际应用相结合。与授课教学法相比，建构主义教学法：将平均概念增益（通过材料概念清单测量）从18%提高到42%；职业持久性从85%增加到95%；将女性退出率从40%降低到10%。网络环境便于实施，并为广泛传播所开发的教学策略和工具创造了潜力。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调整教学。这些知识和见解正在塑造教程、研讨会、网络研讨会和youtube视频的发展，为有兴趣在自己的教学中采用JTF教学法的教师提供指导。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。该项目正在制作1)基于网络的JTF学习工具包中的一套更新的教学资源；2)了解在不同环境中实现JTF的障碍和好处；3)了解教师如何利用多层次评估的结果来调整教学，以解决学生的学习问题；4)评估JTF对学生态度、学习和记忆的影响，以及在不同环境和不同人群中使用JTF所产生的差异。它还通过向广大受众传播和扩散JTF策略、发现和产品，研究JTF策略和工具的一般特性在其他工程领域的广泛应用的潜力。这项研究向工程教育界通报了在其他工程领域使用JTF策略和学习工具的潜力。这个项目是测试JTF教学方法在不同环境下的有效性，当在网络支持的网络平台上实施时，有不同的人群