Abstract:

Just-in-time (JIT) training is an instructional approach that delivers knowledge and skills at the precise moment they are needed, emphasizing immediacy, relevance, and direct application. Rooted in principles of adult learning and cognitive efficiency, JIT training reduces information overload by focusing only on task-specific content, thereby improving knowledge retention and transfer. This approach has become increasingly valuable in environments characterized by rapid technological change and evolving skill requirements.

This paper explores the adoption and impact of JIT training in an introductory software engineering course designed for students in software engineering, computer science, and related programs. The course centers on a team-based, project-driven structure in which students collaboratively design and develop a software product following the software development life cycle (SDLC) and an agile methodology, specifically Scrum. Initially, course content was organized according to the traditional, linear phases of the SDLC. Although logically structured, this approach created a disconnect between when concepts were taught and when students needed them for immediate application in their projects. As a result, students often struggled to effectively apply newly introduced material or lacked the necessary knowledge at critical stages of development.

A key challenge was the timing of software testing instruction. In the original design, testing concepts were introduced late in the semester, despite the iterative and continuous nature of testing in agile development. This misalignment hindered students’ ability to validate their work and maintain software quality throughout the project lifecycle. To address these issues, the course was redesigned using a JIT framework, reorganizing content delivery to align closely with students’ real-time project activities. Topics were re-sequenced and further divided into granular subtopics to reflect the iterative nature of agile workflows.

For example, software testing instruction was restructured into multiple phases delivered at strategic points during the semester. Foundational concepts such as black-box unit testing and test design were introduced early, followed by white-box testing techniques and, later, test result analysis and defect evaluation. This staged delivery allowed students to immediately apply testing practices throughout development rather than treating testing as a final step.

The implementation of JIT training resulted in improved alignment between instruction and application, enabling students to integrate new knowledge more effectively into their ongoing work. While project performance showed modest gains, a more notable outcome was the significant increase in student satisfaction, as reflected in end-of-semester evaluations. Students reported a stronger sense of relevance, engagement, and confidence in applying course concepts.

Overall, JIT training represents a shift toward a more agile, learner-centered model of education that supports continuous learning and performance improvement. However, its success depends on the careful design and organization of instructional materials, and it may be most effective when combined with traditional approaches in a blended learning strategy, particularly for foundational knowledge domains requiring deeper conceptual understanding.

Keywords:

Just-In-Time Training, Software Engineering, Agile Development.