BRIDGING THE THEORY-PRACTICE GAP IN CLASSROOM MANAGEMENT WITH PEER INSTRUCTION IN JUST-IN-TIME TEACHING
Abstract
Many think that universities can only teach inert knowledge. Flipped classrooms specifically, just-in-time teaching and peer instruction are two learner-centered strategies that have proven effective and popular, both when implemented separately and when integrated. This study proposes a PI-Based JiTT strategy enhanced by supporting technology. It tests its effectiveness in addressing inert knowledge in a pre-service teacher classroom management course from an attention control perspective. Two study groups participated in this study, one in a PI-Based JiTT class and the other in a conventional JiTT class. This study shows that the proposed strategy outperforms conventional JiTT classes in concept application and consistently improves pre-service teachers’ ability to apply concepts, regardless of attention control level. The implementation of the proposed strategy uses a digital training and assessment-based learning management system and a student response system, which help enhance interactive learning experiences, foster a culture of sharing, and encourage independent and cooperative learning. These findings provide valuable practical and theoretical insights for practitioners and researchers seeking to develop active, cooperative digital learning strategies.
Keywords
Classroom management, flipped learning, inert knowledge, just-in-time teaching, peer instruction
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