JUST-IN TIME TEACHING AND PEER-INSTRUCTION. AN EXPERIENCE IN HIGHER EDUCATION

2021 ◽  
Author(s):  
Jesus Sergio Artal-Sevil ◽  
Enrique Romero
Keyword(s):  
Higher Education ◽  
Peer Instruction ◽  
Just In Time

scholarly journals Bruk av omvendt undervisning i naturfag på ungdomstrinnet

2021 ◽  
Vol 17 (1) ◽  
pp. 20-34
Author(s):  
Christine Lindstrøm ◽  
Ina Camilla Lauvli Engan ◽  
Kirsti Marie Jegstad
Keyword(s):  
Higher Education ◽  
Middle School ◽  
Flipped Classroom ◽  
School Science ◽  
Middle School Science ◽  
Peer Instruction ◽  
Just In Time ◽  
Teacher Interviews ◽  
Teacher Data ◽  
Student Completion

In this study, we investigated how Flipped Classroom with Just-in-Time Teaching and Peer Instructioncould be implemented in middle school science. The study was carried out over four weeks in two year 8classes (N = 60) with one teacher. Data collection comprised student completion of pre-work, responses toin-class Peer Instruction questions, and teacher interviews before, during and after the intervention. Theresults show that Flipped Classroom worked quite similarly in middle school as in higher education. Prereading made the students better prepared for and engaged in class activities, and they particularly likedthe instant feedback of Peer Instruction questions. The teacher experienced increased joy in planning andteaching her classes, and the time spent for planning did not increase significantly.

scholarly journals Innovación en los procesos de enseñanza-aprendizaje: Un estudio de casos con la enseñanza justo a tiempo y la instrucción entre pares

2016 ◽  
Vol 20 (2) ◽  
pp. 1 ◽  
Author(s):  
Ana Carolina Maldonado-Fuentes ◽  
Francisco Enrique Rodríguez-Alveal
Keyword(s):  
Higher Education ◽  
Peer Instruction ◽  
Just In Time ◽  
Student Centered ◽  
Educational Innovations ◽  
Initial Teacher Training ◽  
Positive Assessment ◽  
The Impact ◽  
The Relationship

Learning quality constitutes one of the main challenges faced by Higher Education, thus a student centered teaching and the development of educational innovations that use active methodologies have been promoted. This article aims to evaluate the impact of using Just-in-Time Teaching and Peer Instruction on the results of teaching a subject, of disciplinary character, in 17 students of a career on an initial teacher training belonging to Chile’s Council of Rectors. A pre and postest model was applied between August and December 2012. The analysis used descriptive techniques that allowed the characterization of the admission profile and inferentials to explain, statistically, the observed differences in the performance of the subjects. In terms of perception, a positive assessment of the relationship between students and the teacher in the classroom was observed, this stood out above the improvement in the handling of disciplinary content.

scholarly journals Using Just-in-Time Teaching and Peer Instruction in a Residency Program’s Core Curriculum

2015 ◽  
Vol 90 (3) ◽  
pp. 384-391 ◽  
Author(s):  
Mary C. Schuller ◽  
Debra A. DaRosa ◽  
Marie L. Crandall
Keyword(s):  
Core Curriculum ◽  
Peer Instruction ◽  
Just In Time

scholarly journals Rapid response to supporting learning and teaching: A whole of university approach

2020 ◽  
Author(s):  
Chris Campbell ◽  
Simone Poulsen
Keyword(s):  
Higher Education ◽  
Support Staff ◽  
Rapid Response ◽  
Just In Time ◽  
Support Line ◽  
Learning And Teaching ◽  
Online Engagement ◽  
Support Mechanisms ◽  
The University ◽  
And Training

One university responded rapidly to the changing landscape of higher education to support staff during this time. There are seven support mechanisms that have been put into place across the university to assist staff. Results show data that reports on these mechanisms and that they are seemingly successful, except for the Support Line which has since been reconfigured to still provide support for the small number accessing it. The results also show that a rapid response, if targeted, is able to provide just in time support and training to staff when moving rapidly online. Through the use of the online engagement framework it can be seen that by supporting staff through the seven mechanisms, staff are in a better place to ensure that students are engaged while learning online.

Using peer instruction with hints in introductory business statistics

2014 ◽  
Vol 7 (1) ◽  
pp. 60-71
Author(s):  
Ning Ding ◽  
Xiaoyan Xu
Keyword(s):  
Higher Education ◽  
International Business ◽  
Business Education ◽  
Business Students ◽  
Peer Instruction ◽  
Final Exam ◽  
Content Type ◽  
Business Statistics ◽  
Conceptual Changes ◽  
International Business Education

Purpose – Peer instruction has been widely adopted as an instructional method in higher education. However, due to students' different preconceptions, the authors argued that peer instruction is not a panacea in international business education when students' prior knowledge extensively varies. The paper aims to discuss these issues. Design/methodology/approach – In this experimental study, the authors focused on three conditions of an introductory statistics course: individual problem solving, peer instruction, and peer instruction with hints. Findings – The authors have found students in peer instruction with hints class did not only outperform in the final exam, but also achieved the highest frequency of successful conceptual changes in comparison with their counterparts in the other two classes. Practical implications – Providing instructional hints to improve the effectiveness of peer instruction may shed light on classroom instruction in higher education. Originality/value – As for international business education, this was a unique exploration to capture students' conceptual changes using clickers. The authors believed this research paper will help the education practitioners to know their business students better.

scholarly journals Refusing to Wait: Just-in-Time Teaching

2018 ◽  
Vol 111 ◽  
pp. 88-102
Author(s):  
Ann J. Cahill ◽  
Tom Mould
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Presidential Election ◽  
Course Design ◽  
Just In Time ◽  
Institutions Of Higher Education ◽  
Practical Skills ◽  
Faculty And Staff

Shortly after the presidential election of 2016, a group of faculty and staff at Elon University committed to developing and offering a one-credit course  designed to provide students with intellectual and practical skills that would be useful in facing contemporary social and political challenges. This article describes the process of developing the course, its structure and content, and its effects on the students, faculty, and staff who participated in it. The article also discusses strengths and weaknesses of the course design as a means of helping to ensure the success of any future endeavors. The course, which eventually came to be titled “Refusing to Wait: Intellectual and Practical Resources for Troubled Times,” is an example of how institutions of higher education can respond quickly and effectively to political developments, while keeping student learning at the center of their mission.

scholarly journals Using Technology to Enhance the Student Experience in Large Cohort Settings: Evidence from a Journey of Innovation at the University of Manchester

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Paul Middleditch ◽  
William Moindrot
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Student Satisfaction ◽  
Classroom Interaction ◽  
Large Cohort ◽  
Peer Instruction ◽  
Learning Tools ◽  
The Uk ◽  
The University ◽  
University Of Manchester

The use of large cohorts in higher education poses significant challenges to institutions and lecturers required to convene in this setting. These challenges have been compounded by recent changes to higher education in the UK that have presented themselves in the form of a new fees structure, a push for student satisfaction and a technological tidal wave. This paper presents innovative approaches, from two large cohort economics courses running over three years at the University of Manchester, using methods of classroom interaction, peer instruction and social media to further engagement. We discuss data collected during this period of time through surveys and observations of how the students used these new learning tools. We have found that a move away from clickers toward utilisation of students’ own mobile devices, and in time the use of social media, meant that we were more able to adapt and evolve our teaching methods at a pace with the needs and interests of our students. We use this evidence to consider the implications and to provide advice to others teaching on large cohort courses whose ambition, like ours, is to make the large cohort class a more positive experience.

scholarly journals The Use of Peer Instruction and Flipped Learning to Support Flexible Blended Learning During and After the COVID-19 Pandemic

2020 ◽  
Vol 7 (2) ◽  
pp. 184-195 ◽  
Author(s):  
Chrissi Nerantzi
Keyword(s):  
Higher Education ◽  
Peer Instruction ◽  
Learning Approaches ◽  
Flipped Learning ◽  
Active Engagement ◽  
High Importance ◽  
Practical Advice ◽  
Learning And Teaching ◽  
Context Of Learning ◽  
Teaching In Higher Education

This article provides an overview of peer instruction and flipped learning, two active learning approaches, in the context of learning and teaching in higher education and illustrates their relevance during the COVID-19 pandemic. Peer instruction and flipped learning should be considered when designing for flexible learning. These approaches can stimulate learning and create seamless active engagement in fully online and blended settings even when switching between these modes becomes necessary due to developments in this pandemic. This transitioning between fully online and blended, as and when required, is something that is of high importance during these challenging times, especially for campus-based universities as they are keen to secure the smooth running of their programmes under difficult circumstances. This article provides practical advice for course designers, module and programme leaders on how they can utilise peer instruction or flipped learning to maximise student engagement and learning.

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