Just in Time Teaching: A Strategy to Encourage Students’ Engagement

Main Article Content

Lorena Andrea López Cupita

Abstract

This qualitative research study was carried out with two groups of students at a beginner English level; the students were in the fourth semester of psychology at a Colombian university. The overall aim of this action research study was to analyze learners’ perceptions of the strategy Just in Time Teaching in a web 2.0. The data were collected through students’ artifacts, journals, and interviews. Results of this study indicate that students perceived the strategy of Just in Time Teaching as a means to engage them in the designed activities; it was manifested by investing time to extend knowledge and promoting participation by reducing the affective filter.

Article Details

How to Cite
López Cupita, L. A. (2016). Just in Time Teaching: A Strategy to Encourage Students’ Engagement. HOW, 23(2), 89–105. https://doi.org/10.19183/how.23.2.163
Section
Research Reports
Author Biography

Lorena Andrea López Cupita, Universidad de Cundinamarca

Lorena Andrea López Cupita holds an MA in applied linguistics to TEFL from Universidad Distrital Francisco José de Caldas, Colombia. She also holds a BA in Spanish and English from Universidad Pedagógica Nacional, Colombia. She is currently working as a full time English teacher at Universidad de Cundinamarca.

References

Abreu, L., & Knouse, S. (2014). Just-in-time teaching: A tool for enhancing student engagement in advanced foreign language learning. The Journal of Effective Teaching, 14(2), 49-68.

Böttcher, A., Kämper, A., & Thurner, V. (2015, March). On analyzing the effectiveness of just-in-time-teaching. Paper presented at the IEE Global Engineering Education Conference EDUCON 2015, Tallinn, Estonia. http://dx.doi.org/10.1109/EDUCON.2015.7096010.

Camp, M. E, Middendorf, J., & Subiño Sullivan, C. (2010). Using just-in-time teaching to motivate student learning. In S. Simkins & M. H. Maier (Eds.), Just-in-time teaching: Across the disciplines, across the academy (pp. 25-38). Sterling, VA: Stylus Publishing.

Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Grounded theory procedures and techniques (3rd ed.). Thousand Oaks, CA: Sage. http://dx.doi.org/10.4135/9781452230153.

Cote Parra, G. E. (2015) Engaging foreign language learners in a web 2.0 mediated collaborative learning process. PROFILE Issues in Teachers’ Professional Development, 17(2), 136-146. http://dx.doi.org/10.15446/profile.v17n2.47510.

Deitering, A.-M, & Huston, S. (2004). Weblogs and the “middle space” for learning. Academic Exchange Quarterly, 8(4). Retrieved from http://www.rapidintellect.com/AEQweb/5mar2879z4.htm.

Elliot, J. (1993). Action research for educational change. Buckingham, UK: Open University Press.

Espitia, M. I., & Clavijo Olarte, A. (2011). Virtual forums: A pedagogical tool for collaboration and learning in teacher education. Colombian Applied Linguistics Journal, 13(2), 29-42.

Finn, J. D., & Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82(2), 221-234. http://dx.doi.org/10.1037/0021-9010.82.2.221.

Freeman, D. (1998). Doing teacher research: From inquiry to understanding. Toronto, CA: Heinle & Heile.

Guertin, L. A., Zappe, S. E., & Kim, H. (2007). Just-in-time teaching exercises to engage students in an introductory-level dinosaur course. Journal of Science and Education Technology, 16, 507-514. http://dx.doi.org/10.1007/s10956-007-9071-5.

Herrera, Y. E. (2013). Writing skill enhancement when creating narrative texts through the use of collaborative writing and the Storybird Web 2.0 tool. Colombian Applied Linguistics Journal, 15(2), 166-183. http://dx.doi.org/10.14483/udistrital.jour.calj.2013.2.a02.

Holly, M. L., Arhar, J., & Kasten, W. (2004). Action research for teachers: Traveling the yellow brick road (2nd ed.). Upper Saddle River, NJ: Prentice Hall.

Kramsch, C. J. (2013). Afterword. In B. Norton (Ed.), Identity and language learning: Extending the conversation (2nd ed., pp. 192-201). Bristol, UK: Multilingual Matters.

Krashen, S. (1981). Second language acquisition and second language learning. Oxford, UK: Pergamon Press.

Lankshear, C., & Knobel, M. (2004). A handbook for teacher research: From design to implementation. Maidenhead, UK: Open University Press.

Maxwell, J. (1999). Qualitative research design: An interactive approach. Thousand Oaks, CA: Sage.

Novak, G. M. (2007). Just-in-time teaching library. Retrieved from http://jittdl.physics.iupui.edu/sign_on/

Papert, S. (1993). The children’s machine: Rethinking school in the age of computers. New York, NY: Basic Books.

Schaufeli, W., & Bakker, A. (2003). Utrecht Work Engagement Scale: Preliminary manual. Utrecht, NL: Utrecht University.

Schuller, M. C., DaRosa, D. A., & Crandall, M. L. (2015). Using just-in-time teaching and peer instruction in a residency program’s core curriculum: Enhancing satisfaction, engagement, and retention. Academic Medicine, 90(3), 384-391. http://dx.doi.org/10.1097/ACM.0000000000000578.

Vallance, M., Vallance, K., & Matsui, M. (2009). Criteria for the implementation of learning technologies. In M. Thomas (Ed.), Handbook of research on Web 2.0 and second language learning (pp. 1-19). Hershey, PA: Information Science Reference. http://dx.doi.org/10.4018/978-1-60566-190-2.ch001.

Weimer, M. (2011, February). Ten benefits of getting students to participate in classroom discussions. Faculty Focus. Retrieved from http://www.facultyfocus.com/articles/teaching-and-learning/10-benefits-of-getting-students-to-participate-in-classroom-discussions/.

Wenger, E., McDermott, R., & Snyder, W. M. (2002). Cultivating communities of practice. Boston, MA: Harvard Business School Press.