This study explores learning behaviors in massive open online courses (MOOCs) with different learning-focus tendencies using Reigeluth’s instructional framework as an analytical lens rather than a strict categorization tool. Data from five MOOCs, ranging from interdisciplinary/problem-oriented to domain-specific/topic-oriented, were analyzed using learning logs from all users and registered (paid) learners. Learner behaviors were examined in terms of access to learning materials, learning duration, and final grades, and effect-size estimates (η²) were incorporated to assess the magnitude of group differences. The findings showed that graded items were consistently accessed more frequently than other materials across all the courses. Learning duration, not the focus of learning, emerged as the strongest predictor of performance; learners with longer learning durations tended to achieve higher grades in three of the five courses and generally followed the preset sequence of graded tasks, whereas learners with shorter durations often completed tasks out of order. These results highlight stable behavioral patterns across diverse course types and suggest that learning pace and sequential engagement influence outcomes more strongly than course-level design orientation does. This study provides empirical insights into the MOOC design and learner-support strategies.

This study examined whether confirmation questions enhanced the knowledge required for clinical reasoning among occupational therapy students. Administered through an LMS, the confirmation questions followed a drill format, allowing unlimited attempts. After each quiz attempt, students reviewed their individual scores. The results indicate a correlation between the number of access logs and confirmation question scores, and between confirmation question scores and clinical reasoning task scores, particularly among students whose previous course performance was below average. These findings suggest that using confirmation questions as a preparatory task can effectively supplement the knowledge necessary for clinical reasoning, especially among students with lower academic performance.

This study aimed to clarify the practical operational challenges encountered while introducing a dialogue system to a library. Specifically, an example-based dialogue system operated by library staff was developed and released at Tokushima University’s library. The analysis identified three critical challenges: updating knowledge, enhancing casual conversation handling, and improving responses to unanswerable utterances. By addressing these operational challenges, it is possible to implement a dialogue system that achieves higher accuracy and enhances user satisfaction.

The relationship between reflection and university students’ learning outcomes has been examined mainly in professional education courses and experiential or practical training courses, however, the measurement of reflection has not been elaborated on. This study aimed to organize the characteristics of the reflection process model, develop a scale to measure reflection that can be applied to lectures and seminars, and examine the link between reflection and learning outcomes, such as academic performance and a sense of acquiring abilities. We used factor analysis based on data from 942 university students and developed a reflection scale consisting of three subdimensions: “recall and analysis of content,” “recall and analysis of activities,” and “utilization.” We used cluster analysis to identify six types of reflections based on these three subdimensions. It was shown that students who actively engaged in reflection tended to have a higher sense of acquiring abilities than the other types.