APPLYING THE JITT MODEL TO IMPROVE STUDENTS' SELF-STUDY ABILITY
APPLYING THE JITT MODEL TO IMPROVE STUDENTS' SELF-STUDY ABILITY
Nguyen Quoc Thuy
Lecturer of Thai Nguyen University of Education,
Vietnam, Thai Nguyen
ABSTRACT
Among the active study methods currently used around the world, the Just-in-time teaching (JiTT) model has some relatively suitable characteristics for the current teaching conditions in Vietnam, especially at universities, including TNUE. This article analyzes the features of the JiTT model and points out its advantages and disadvantages. It suggests some solutions for these difficulties when applying this model to the teaching process to enhance the student's self-learning ability at TNUE.
Keywords: JiTT model, active study, methods, teaching process, ability.
1. Introduction
According to the current educational development orientation, students must be at the center of the teaching and learning process, thereby developing their capacities. With the vigorous development of information technology, students easily access new sources of knowledge (Internet, media,...). Therefore, an urgent requirement is to have a teaching method to promote their ability. JiTT teaching is one of the modern teaching methods and meets the above conditions. This model helps students encourage and train their self-study ability and proactivity to control their learning process, no longer passive, dependent on the knowledge discovery process.
2. Content
2.1. Self-study and Self-study Ability
Many authors from different angles and forms have mentioned the concept of self-study. The Dictionary of Education defines "self-study as the process of self-operating, absorbing scientific knowledge and practicing skills without the direct guidance of teachers and the direct management of training institution." [1] Nguyen Canh Toan said that self-study is self-reflection, thinking, using intellectual abilities and sometimes the muscles and other qualities of the learner, including emotional motivation, human perspective, and world view to occupy a specific knowledge of humanity, turning that knowledge into his possession [2]. According to textbooks or other resources, it can be learned that self-study is the process of learners performing their learning tasks to occupy scientific knowledge and practice skills and techniques both in the classroom and outside the school. It is a positive, proactive, and self-disciplined activity to achieve learners' learning goals.
Author Nguyen Canh Toan also said that self-study ability is understood as a very complex skill attribute, including skills that need to be associated with corresponding motives and habits, helping learners to meet the requirements set by the job [3]. Self-study ability is the overall integration of learning styles and skills that affect content in various situations - different problems [4]. Thus, self-study capacity is the ability to identify learning tasks voluntarily and proactively; set learning goals to strive for performance through effective learning methods; overcome mistakes and limitations of yourself when solving learning tasks through self-assessment or comments from teachers and classmates.
2.2. Some features of JiTT model
The JiTT model was developed by Gregor M. Novak and Andrew D. Gavrin at Indiana University - Indianapolis University (IUPUI). “Just-in-Time Teaching is a teaching and learning strategy comprised of two elements: classroom activities that promote active learning and World Wide Web resources that are used to enhance the classroom component.”[5]
JiTT is a teaching and learning approach based on the interaction between self-study on the web and in-class activities. The core of JiTT is the "feedback loop" (Figure ...) formed by the students' outside-of-class preparation and classroom learning activities.
JiTT is executed as follows: students complete assigned tasks, referred to as JiTT exercises, which include researching materials not covered in class and submitting the tasks through a learning management system (such as Blackboard or Canvas), or filling out forms on the web, sending emails, or messaging on Facebook (социальная сеть, запрещенная на территории РФ, как продукт организации Meta, признанной экстремистской – прим.ред.)at a pre-determined time (usually a few hours before the class). JiTTs are short, focused assignments centered on the lecture material to be presented in the next class. After submitting the work, the teacher will check the student's JiTTs feedback on their self-study results, adjust the classroom teaching activities to meet the student's needs and levels, and redirect any misconceptions of students about the learning content [6]. Some of the students' work solutions are also presented in the class as a basis for discussion, replacing traditional lectures and used to develop the next practice assignments that each student group will continue to work on in the class.
2.3. Using JiTT to enhance student's self-study skills at TNUE
At TNUE, in order to develop students' self-study skills, we have applied the JiTT model to the teaching process. During the implementation of this model, we noticed some advantages and difficulties.
*Advantages: -The renewal of teaching methods has been directed by the Ministry of Education and Training of Vietnam through Decision 29-NQ/TW. It also clearly states, "Focusing on teaching methods, encouraging self-study, creating a basis for students to update and renew their knowledge, skills, and abilities." [7]
- Information and communication tools such as the Internet, personal computers, and mobile devices have become very popular, breaking down space and time barriers for students and teachers to interact and exchange. At the same time, students can access a lot of information, improve their search skills and receive support.
- JiTT is closely related to the Web and communication, does not require a high level of technology, so the presentation of JiTT's content on the Web becomes simple thanks to supporting means such as online classes.
- Since students' self-study results can be presented in the classroom, they will have a higher sense of their learning. Students usually receive feedback on their understanding of the concepts covered in the JiTTs, which is not possible with traditional homework. At the same time, teachers also receive valuable feedback, helping to make teaching more effective.
*Disadvantages: The greatest difficulty that both positive teaching methods in general and the JiTT model specifically face is the passive study habit of most students. For example, they do not review previous lessons, do not do homework, and do not prepare for new lessons before class. Only a few students actively express their ideas and solve academic tasks individually. Most students do not have a critical thinking mindset, analysis skills, and evaluation abilities, as evidenced by their inability to answer questions, solve textbook exercises, and effectively prepare for new lessons. In order to improve student's learning motivation and minimize the above-mentioned difficulties, teachers need to create a friendly and enthusiastic atmosphere to make students feel like they are part of a class working towards a common goal. Teachers should encourage students to prepare for lessons at home by evaluating their combined accuracy and effort. Students will gradually realize the improvement in their academic performance as a result of preparing well for lessons before class.
2.4. Some recommendations when applying the JiTT model to teaching
- JiTT is one of the teaching and learning methods that focuses on the development of the student's self-study ability. Increasing the use of JiTT in universities where students are required to have more self-study time is necessary.
- Teachers need to help students understand the importance and effectiveness of preparing for lessons. This will help students guide their learning process, use critical thinking to compare their initial ideas with new information and create a self-motivated learning environment for themselves.
- Gradually transform the teaching goals (emphasizing skills and creative thinking rather than knowledge), overcome achievement diseases, and focus on the reality of learning: developing students' adaptability and ability (skills, learning methods, creative thinking). Simplify knowledge goals to reduce pressure on students and creates more time for self-study.
- Change the structure of the curriculum in the direction of integration, theme-based, and interdisciplinary orientation to create an active learning environment for problem-solving, exploration, and project-based learning. Reduce the number of academic assignments. Create time for self-study and group study outside of class.
- The implementation of JiTT needs to be flexible and interspersing instead of continuously following the course program. This helps not to pressure both teachers and students.
3. Conclusion
The JiTT model offers students opportunities for flexible, active, and effective learning. The general principle of this method is that students will self-study the content of the lesson at home online; Then, in class, they will interact with the teacher and other classmates. This method helps students to become more interested in learning and develop their self-learning ability. At the same time, using the JiTT model allows teachers to have more time to consolidate knowledge and delve deeper into the content of the lesson. Although teachers will need to put in more effort and time in designing lectures and composing questions and assignments to guide students in self-learning, if widely implemented, this will be a completely suitable and effective teaching model in today's digital age.
References:
- Bui Hien (editor, 2015). Dictionary of Educational Studies. Science and Engineering.
- Nguyen Canh Toan (1999). Discussion and experience of self-study. Education Publishing House. Hanoi.
- Nguyen Canh Toan (Editor), Nguyen Ky, Vu Van Tao, Bui Tuong. (1998). The process of teaching - self-study. Education Publishing House. Hanoi.
- Ministry of Education and Training (2018). General education program - Master program (issued together with Circular No. 32/2018/TT-BGDDT dated December 26, 2018).
- Novak GM, Patterson ET, Gavrin AD, and Christian W. (1998). Just-in-Time Teaching: Blending active Learning and Web Technology. Upper Saddle River, New Jersey 07458. Published by Prentice Hall, Inc. http://webphysics.iupui.edu/buap/jittbook.pdf
- L. Abreu - S. Knouse. (2014). Just-in-Time Teaching: A Tool for Enhancing Student Engagement in Advanced Foreign Language Learning. Journal of Effective Teaching, vol. 14 (2)
- Ministry of Education and Training (2013). Resolution No. 29-NQ/TW on a fundamental and comprehensive renovation of Education and Training.