Just in Time Teaching

En este artículo se revisan las características de los videojuegos que recomendamos incorporar a nuestros entornos educativos
para que motiven a nuestros alumnos a implicarse en ellos. Éstas incluyen: I) elementos narrativos que proporcionen motivación
inicial y a largo plazo; II) sistemas de pequeñas recompensas por acciones que proporcionen refuerzo y motivación a corto plazo;
III) elementos personalizadores de la experiencia de aprendizaje; IV) un sistema de proximidad social al profesor y de trabajo en
equipo con los compañeros; V) un sistema de respuesta que proporcione realimentación inmediato a las acciones de cada alumno,
y VI) actividades interesantes y divertidas para que los alumnos trabajen con nuestros conceptos y ejerciten las competencias que
nuestra asignatura pretende fomentar. Se muestran diversos modelos para gamificar asignaturas universitarias como el gamified
classroom, el multiplayer classroom y el flipped classroom with just in time teaching (JITT/FC). Hemos obtenido excelentes
resultados en tres años con esta última metodología en alumnos de la Universidad de Alcalá. Las calificaciones medias en los
exámenes de evaluación han mejorado en un valor que supera la desviación estándar de la clase con respecto a las promociones
anteriores de la misma asignatura enseñadas con una metodología tradicional.

This study investigated the impact of completely anonymous Classroom Response System (CRS) use on learning outcomes and student attitudes in a large university physical science course for pre-service teachers. As students were expected to have read the textbook prior to class, class time was devoted primarily to conceptual introductions followed by small group discussions of qualitative questions. In the treatment

College SCienCe TeaChing S cience courses are traditionally taught deductively. The instructor first teaches students relevant theory and mathematical models, then moves on to textbook exercises, and eventually—maybe— gets to real-world applications. Often the only motivation students have to learn the material, beyond grades, is the vague promise that it will be important later in the curriculum or in their careers. Failure to connect course content to the real world has repeatedly been shown to contribute to students leaving the sciences (Seymour and Hewitt 1997; Kardash and Wallace 2001). A better way to motivate students is inductive teaching, in which the instructor begins by presenting students with a specific challenge, such as experimental data to interpret, a case study to analyze, or a complex real-world problem to solve. Students grappling with these challenges quickly recognize the need for facts, skills, and conceptual understanding, at which point the teacher provides ...

Preclinical microbiology and infectious diseases courses too often primarily depend on PowerPoint lectures and notes, combined with multiple-choice tests, as their primary teaching tools. This strategy sets low expectations for students, encouraging short-term memory and discouraging understanding and long-term memory. These methods also fail to stimulate active participation, collaborative learning, and two-way communication with the professor, and they do not respect the students' diverse talents and ways of learning. The Infectious Diseases Society of America Preclinical Curriculum Committee proposes a new approach that emphasizes active learning and understanding and that addresses all of these failures. It consists of five components: (1) "Just-in-time" teaching that requires students to e-mail the answers to two general questions as well as any areas of misunderstanding to the instructor several hours before each lecture, (2) peer instruction or large-group sessions consisting of student teams of four who electronically answer a conceptual question before each major section of the lecture, (3) teaching from edited textbooks and Internet sources, (4) small-group discussions that emphasize pathogenesis and differential diagnosis, and (5) essay questions that encourage and test understanding in addition to recognition. A national consensus on factual content is proposed, with the goals of reducing information overload and minimizing requirements for excessive memorization. These strategies promise to enhance learning and rekindle interest in the field of infectious diseases. Other subspecialty organizations should create similar teaching guidelines that will encourage future medical students to bring a richer understanding of clinical and basic science to the bedside.

This paper discusses the implementation of two pedagogical models: Just-in-time Teaching and Flipped Learning. The study was carried out in an English as a foreign language (EFL) setting. Participants were seventhsemester pre-service language teachers, so the context is a Teacher Education Program. Results have shown that the implementation has favored not only the student’s learning process, but also their own reflection towards learning.

This paper discusses the implementation of two pedagogical models: Just-in-time Teaching and Flipped Learning. The study was carried out in an English as a foreign language (EFL) setting. Participants were seventh-semester pre-service language teachers, so the context is a Teacher Education Program. Results have shown that the implementation has favored not only the student's learning process, but also their own reflection towards learning.

Learning with technology is one of the essential strategies for improving instruction quality and innovations in universities. However, most university classrooms have just changed the chalk and blackboard to the projector and screen. Instead of increasing learning motivation, attention, and interaction, the teaching methods with a single direction of knowledge delivery are still the general strategies adopted by most teachers.