Just-in-time teaching for CS0

Abstract

Just-in-Time Teaching (JiTT) is a teaching and learning strategy based on the interaction between web-based study assignments and an active learner classroom. The essence of JiTT is the feedback loop formed by the students' preparation outside the classroom that shapes their in-class experience. The goal of JiTT is to use feedback to guide teaching and to empower and motivate learners. This paper describes a successful implementation of the JiTT strategy for an introductory computer science course.

Digital support for abductive learning in introductory computing courses

“…Many others have already explored a variety of active learning methods that can benefit computing courses (see [2,5] for examples). Our original contribution is the comprehensive digital study packs that trigger and promote abductive learning by means of novel self-guided labs and a variety of integrated digital resources and activities.…”

A Literature Review of Empirical Research on the Effects of Digital Games on Learning Styles and Multiple Intelligences / Pregled literature o empirijskim istraživanjima o utjecaju digitalnih igara na stilove učenja i višestruke inteligencije

“…Researchers emphasized three basic problems in instrument development: imprecision of learning style definition, weaknesses in the reliability and validity, and difficult identification of the relevant instruction environment characteristics. In the context of digital games, the effective strategy for most learning styles is practical and active learning (Bailey & Forbes, 2005;Qiu & Riesbeck, 2004;Roschelle et al, 2007).…”

Experiences with just-in-time teaching in systems and design courses

“…In other applications of JiTT, Astrachan [2] describes how Web-based programming exercises can form the basis for classroom discussions of algorithmic problem solving, design tradeoffs, functional decomposition, and style. Most recently, Bailey and Forbes [3] describe an implementation of Novak et al's ideas in CS0, observing that students' motivational problems in introductory computer science are similar to those in introductory physics and other introductory science courses. My focus here is on increasing student preparation and engagement in upper-level courses with a substantial reading component.…”