As educators, we are always looking for the best methodology to maximize the learning that occurs in our classrooms. Several studies have already illustrated that a Just-in-Time Teaching (JiTT) approach could be a helpful in increasing students' understanding of the concepts present in a science course. In this initial study, the added variable of a Distance Education delivery is introduced. A study is currently in progress comparing two sections of an Engineering Mechanics: Dynamics course. Both of the sections are being taught using a Just-in-Time Teaching approach by the same instructor. However, one of the sections is being taught in a traditional format (live, in-class, face-to-face meetings) and the second section is being taught in a Distance Education format (live, at-a-distance meetings using Live Meeting software and a telephone-based voice line.) Both sections are to be supported by Desire to Learn web sites. In as much as possible, the two sections are running identical syllabi in terms of course content, and type and number of quizzes, tests and exams. Post-course assessment consists of standard Dynamics concepts tests. Students are being surveyed for their assessment/opinion of the course's delivery and approach. The results of this study will have an immediate impact in a pre-engineering program like the one at this institution, which has a high percentage of Distance Education classes in its curriculum given the institution's mission of access and its presence throughout the state.
