Innovative Pedagogical Strategies of Streaming, Just-in-time Teaching, and Scaffolding: A Case Study of using Videos to add Business Analytics Instruction Across a Curriculum

Abstract

Aim/Purpose Business analytics is a cross-functional field that is important to implement for a college and has emerged as a critically important core component of the business curriculum. It is a difficult task due to scheduling concerns and limits to faculty and student resources. This paper describes the process of creating a central video repository to serve as a platform for just in time teaching and the impact on stu-dent learning outcomes. Background Industry demand for employees with analytical knowledge, skills, and abilities re-quires additional analytical content throughout the college of business curriculum. This demand needs other content to be added to ensure that students have the prerequisite skills to complete assignments. Two pedagogical approaches to ad-dress this issue are Just-in-Time Teaching (JiTT) and scaffolding, grounded in the Vygoskian concept of “Zone of Proximal Development. Methodology This paper presents a case study that applies scaffolding and JiTT teaching to cre-ate a video repository to add business analytics instruction to a curriculum. The California Critical Thinking Skills Test (CCTST) and Major Field Test (MFT) scores were analyzed to assess learning outcomes. Student and faculty comments were considered to inform the results of the review.