“Based on reports from trained classroom observers (graduate students in Psychology) as well as peer (faculty) evaluators who were not using JiTT, a JiTT classroom has substantially more student-student interaction (students involved in group work, students discussing “Warm Up” responses as a class), and more student-faculty interaction (students asking questions or making comments to faculty during class discussions) than does a non-JiTT classroom, as measured by students’ questions and comments to faculty, faculty questions to students, and student interaction during group work.” (p.31-32) “Finally, by requiring students to prepare ahead for class and attend class regularly, JiTT promotes good study habits necessary for students’ success. Students consistently score better on exam questions addressed by either “Warm Up” questions or Cooperative learning exercises (Marrs and Novak 2004).” (p.33)
Marrs, K. A., & Chism, G. W. (2006). Just-in-Time Teaching for Food Science: Creating an Active Learner Classroom. Journal of Food Science Education, 4(2), 27-34. doi:10.1111/j.1541-4329.2005.tb00055.x