Abstract

Designed to make the most of the human factor in learning, Just-in-Time Teaching (JiTT) serves to increase learner engagement and create a valuable feedback loop between student understanding and course content. Originally developed as a blended-learning strategy for STEM curriculum, JiTT adapts to a broad spectrum of courses. The context of this investigation includes applying JiTT strategies across disciplines, in sections of an online, entry-level writing fundamentals course with weekly deliverables, an online US History I course, and a hybrid Introduction to Chemistry. The efficacy of JiTT activities are assessed through a content analysis of student engagement levels as well as in general terms of closing the gulf between developmental education and college-level work, student and faculty in an online modality, and students and required course objectives. The results show an increase in quantitative and qualitative engagement at the end of the English course. The findings also support the value of human faculty in re-centering the online classroom in a more learner-oriented direction, via feedback loops, quick findability of active learning, and a triple loop of learning that clarifies the learning transparently on its own terms, which is necessary to student success, especially in online, developmental, post-secondary education.