A new and particularly promising approach known as Just-in-Time Teaching, JiTT, has been pioneered at Indiana University and the United States Air Force Academy and further developed at Davidson College. It employs a fusion of high-tech and low-tech elements. On the high-tech side, it uses the World Wide Web to deliver multimedia curricular materials and manage electronic communications between faculty and students. On the low-tech side, the approach requires a classroom environment that emphasizes personal teacher-student interactions. These disparate elements are combined in several ways, and the interplay produces an educational setting that students find engaging and instructive. The underlying method creates a synergy between the Web and the classroom to increase interactivity and allow rapid response to students' problems.
Although JiTT can certainly be implemented fully using technically simple web-based assignments, incorporating some Physlet-based questions can heighten the extent to which student understanding can be probed and encouraged. Responding to questions that involve watching or analyzing a Physlet animation often requires different skills and a different level of understanding than responding to static questions, and JiTT is ideally suited to help students improve their analysis skills and deepen their understanding. The JiTT strategy as applied in physics education is richer for the incorporation of Physlets.
| 2.2.Fig 3: Pendulum | 2.2.Fig 4: Tides | 2.2.Fig 6: Binary star orbit. |
| 2.2.Fig 8: Coupled mass motion. | 2.2.Fig 10: Moment of Inertia | 2.2.Fig 11: LRC Circuit |
| 2.2.Fig 12: Projectile. | Gravitation WarmUp | 2.2.Fig 13: Rocket |