Sponsor Videos

Grand Canyon University


Adapt Courseware

Conference News

Twitter LinkedIn FaceBook YouTube GooglePlus www.instagram.com/onlinelearningconsortium

Visit our Social Networking Page to find out how to become an OLC NinjaOLCC Ninja


Save the Date for next year: July 7-8, 2015
@ Sheraton Denver Downtown, Denver, CO

Check out the Conference Wrap-up pages

Did you miss the Conference? You can still purchase access to more than 40 recorded presentations to view at your convenience for one full year.

Missed the 11th Annual Blended Learning Conference and Workshop? No problem – you can still gain access to over 40 recorded presentations to view at your convenience for one full year. Get your virtual package here.

Download or Update the OLC Conferences Mobile App! Don't forget to click "refresh" to get the most current conference information!

Are you going to #blend14?

New for 2014! Technology Test Kitchen - BYOD to learn, explore, and share knowledge within this lab environment

Technology Test Kitchen


Full Program Now Posted

Blended Effective Practice Award Winners Announced

Best-in-Track Award Winners Announced - Read the Press Release

Mark Milliron, Civitas Learning, to deliver Keynote Address

Plan to Attend the Unconference Sessions

Unconference Session

Get the inside scoop on the event from key presenters, sponsors and OLC executives in these interviews.


Checkout last year's conference

Sign up for Conference Updates

Save the Dates

22st Annual OLC International Conference
November 16-18, 2016 | Orlando, Florida | Walt Disney World Swan/Dolphin Resort

OLC Innovate 2016 - Innovations in Blended and Online Learning
April 20-22, 2016 | New Orleans, LA | Sheraton New Orleans Hotel

A Tale of Two Classes: Just in Time Teaching (JiTT) in Sociology and Physics

Ting Jiang (Metro State University of Denver, USA)
Jeff Loats (Metro State University of Denver, USA)
Additional Authors
Ting Jiang (Metro State University of Denver, USA)
Session Information
July 9, 2014 - 11:20am
Blended Models and Course Design
Major Emphasis of Presentation: 
Research and Evaluation
Institutional Level: 
Universities and Four Year Institutions
Audience Level: 
Session Type: 
Information Session
Governor's Square 11
Session Duration: 
50 Minutes
Information Session 6

This paper compares and contrasts the teaching effectiveness of JiTT in a Physics and a Sociology classroom. Findings are supported by statistical evidence.

Extended Abstract

In Spring, 2013, Metro State University of Denver commenced a "Blended Learning Initiative," which invited faculty members to choose one of three teaching techniques, namely, active engagement with classroom response systems ("clickers"), Just in Time Teaching (JiTT), and flipped teaching, to implement in their face-to-face instructions. This research paper is as an effort to demystifying the general belief that JiTT is more effective in a hard science classroom than a social science classroom.

Blended course design: Just in Time Teaching
Both authors of this paper chose JiTT to implement in their classes: Introduction to Sociology (Dr. Jiang) and Introduction to Physics (Dr. Loats).

Both authors used data on students' academic performance, specifically homework scores, exam scores, and final paper scores during Fall 2013 semester. Students' identities remain anonymous.

Research design
1. Scatter plots are created to depict the trajectory of students' progresses throughout the semester.
2. The authors used independent sample T-test to compare and contrast the central tendency of final grades (in percentage) in these two classes.
3. In addition, dependent sample T-tests are conducted within both classes to determine if JiTT is a main contributor to students' performances in either class.
4. Dr. Jiang also performed an independent sample T-test between her JiTT class and her control group, a different section of the Introduction to Sociology that did not employ JiTT methods in teaching. Dr. Loats did not have a control group and this statistical procedure is not performed in his class.

1. The scatter plots suggest that regardless of hard science or social science, students benefit from JiTT, which is shown in their overall academic performance trajectories;
2. However, the effect of JiTT is stronger in a Physics classroom;
3. Results from dependent sample T-tests within each class indicate students continued to make progress throughout the semester;
4. In the control group testing, Dr. Jiang found that students in JiTT classroom performed better than her control group that did not employ JiTT methods in teaching during the Fall 2013 semester.