Gavrin reported that 80% of the students in his JiTT class responded "yes" to "Do the JiTT exercises help you to be well prepared for lecture?" versus 21% affirmative to the same question in "other classes". He found a 58% vs. 18% split on "staying focused", a 59% vs. 18% split on "feeling like an active participant", and a 71% vs. 21% split on "finding classroom time useful". When trying to assess the efficacy of any pedagogical strategy, it is important to appreciate that the choice and implementation of a particular teaching method will affect student and faculty attitudes and motivation as well as learning outcomes. In her use of JiTT at Penn State Brandywine, Laura Guertin has noticed strongly positive reactions from her students: I see my students working weekly through open-ended questions that require higher-order cognitive skills. I saw students working together in class, gaining additional practice with quantitative, communication, and management skills. I see my students using the vocabulary of the discipline as they work through JiTT exercises and discuss JiTT responses in class. I see students connecting ideas across the course and across their lives (Guertin, 2010). See also Just-in-time learning Peer instruction Peer-led team learning (PLTL) SCALE-UP References External links The JiTT Page JiTT in Geosciences JiTT in Economics The JiTT Digital Library Project The WebScience Project Educational practices Philosophy of education