Work In Progress: Building an Evaluative Research Foundation for Just-in-Time Teaching

Just-in-time teaching (JiTT) involves problem-solving assignments completed by students shortly before class. Responses to thought-provoking questions are used to organize discussions around student understanding. Like many innovations, JiTT's implementation has rapidly outpaced: a) theoretical specification of the strategy; b) systematic evaluation of its efficacy; and c) efforts to validate principles for optimal use. An approach was taken that may serve as an exemplar for other innovations that are growing faster than their theory base. Initially, a Web-based survey and literature review were performed to organize available evidence on JiTT's effectiveness. Two virtual conferences were held to identify important research questions. Then, educational research mentors advised JiTT practitioners on establishing research agendas at an assessment workshop. This effort demonstrates a valuable example of how an emerging community can mobilize itself to treat questions of that innovation's theory, validation and design with the same rigor that it brings to the scientific disciplines that the community represents