Assessing Just-in-Time Implementation in Differential Equations

Abstract This study examined how differential equations students: (a) perceived Just-in-Time (JIT) learning to lessen prior knowledge gaps, (b) benefited from the JIT learning handouts, and (c) improved student learning outcomes. Results indicated that students positively benefited from the JITs, gained confidence in learning differential equations, and spent less time researching or studying prior knowledge. Students who did not complete the JITs results indicated that they already knew the material, did not have time to complete the JITs, or suggested that the handouts could have been better integrated into the course. The differential equations students provided suggestions for improvement and, overall, recommended keeping the JITs as a part of the course.