It is important for the companies that they need to put effort to develop the working environment where employees can grow up by themselves for adapting to the diversification of business through daily work. In this study, we regard the weekly reports for the new employee training as a learning environment in which the new employee and his mentor have an interactive dialogue. We analyzed their comments that have been written over the five weeks to weekly reports, and tried to externalize the learner-mentor interaction qualitatively analyzing the weekly reports by using qualitative data analysis method, "SCAT" (Steps for Coding and Theorization). The characteristics of this method are that the analysis process consists of steps leave a clear record and that a story-line is described in the analysis process. The result shows that the new employee’s learning on the learning strategy is deepen with the support from his mentor in accordance with the knowledge creation process by accumulation of experience. We tried to model the interaction of trainee and mentor to turn the experiential learning cycle of learning into how to learn on the basis of qualitative data analysis of weekly reports.
This paper develops a method to visualize students’ learning based upon descriptive contents of Reaction-Paper in order to grasp the actual state of university lectures. The method puts a higher priority on grasping students’ learning concretely and systematically. For that purpose, intermediate factors (chu-kan-ko) developed by Nakamichi et al. are employed. Intermediate factors enable us to transform original text data into structured data keeping the data concrete. The method developed in this paper adopting intermediate factors requires the process of transforming descriptive contents of Reaction-Paper into structured data depending on Marton’s learning theory that explains learning by “the direct object of learning” and “the indirect object of learning”, making a cross table of the structured data and analyzing the cross table by Correspondence Analysis and Bubble Chart. By using the method, how students learn in a lecture can be visualized and how teaching contents are learned by students can also be visualized. Furthermore, by applying the method to various lectures, the characteristic of learning in each lecture is clarified, and the effectiveness of the method is demonstrated.
This study examined what contributes to freshmen’s beliefs about learning and whether there is a reciprocal relationship between learners’ belief and learning strategy, picking out past use of learning strategy, perceived utility of learning strategy, and achievement goal. Twice (in April and July) self-report questionnaires were administered to 791 students in Time 1, and to 351 students in Time 2. First, a path analysis was conducted to clarify the process where learners’ belief is fostered. It found that some learning strategies, besides achievement goal, contributes to leaners’ beliefs. Second, the path analysis with data of both times indicated that a recursive relationship between learners’ beliefs and learning strategy mediated by perceived utility.
This study aimed to obtain suggestions for reducing the dropout rate in massive open online courses. The effects of learners ’ orientation toward e-learning and peer assessment on their motivation for continuous learning and their course evaluation of Japan massive open online courses were examined. Exploratory and confirmatory factor analyses identified three factors affecting peer assessment orientation of learners: reliability of peer assessment, perceived usefulness of peer assessment, and reluctance to participate in peer assessment. The structural equation model indicated that orientation toward e-learning had positive effects on perceived usefulness of peer assessment, motivation for continuous learning, and course evaluation. Additionally, reliability of peer assessment positively affected course evaluation. Perceived usefulness of peer assessment also had positive effects on reliability of peer assessment, motivation for continuous learning, and course evaluation. In addition, perceived usefulness of peer assessment had the maximum positive effects on motivation for continuous learning and course evaluation. On the basis of these results, this study suggests that learners’ orientation toward e-learning and peer assessment contributes to the motivation for continuous learning and the course evaluation.
People can attend university lectures for free even in distant places by using MOOC (massive open online courses). However, there is not much research that has empirically evaluated what is learned in academic disciplines at such courses. In this study, we evaluated what is learned in the discipline of history by taking a course on historical science. Results showed that the participants acquired more than 80% of the historical knowledge through the course assignments and about 68% of historical thinking through the course assignment. Moreover, we also evaluated historical thinking by comparing the pre-results with the post-results. They showed that there was a significant increase although the effect size was very small. Based on these results, we discussed how to improve methods by adopting blended learning and employing the mechanism of CSCL (Computer Supported Collaborative Learning).
We developed a system for class to support the training of planing motion. We used it in classes to evaluate our system. When students train the planing motion with smartphone application and exclusive plane, training records are accumulated in database and shown on teacher's device as the information that is useful for instruction. Through practical use, it was revealed that students' planing motion significantly improved between before and after the training. The result of questionnaire to students showed that our system motivated students and it had room for improvement at effecting to their concentration. Moreover, the result of interview to teacher showed that our system is useful to efficient individual instruction.
The purposes of this study are to develop a short form of the e-learning orientation scale, examine the scale’s reliability and validity, investigate the changes in learners’ e-learning orientation using the scale, and examine the causal relationship among the scale’s question items. The participants were the learners of massive open online Vol. 41，No. 1（2017） 87 courses in Japan. Questionnaire surveys were conducted both before and after an e-learning course. The scale comprised five main variables: preference, concentration, monotony, flexibility, and isolation. The results indicated that the scale had a one-factor structure, sufficient reliability, and factorial validity. Learners were divided into two groups: learners with e-learning experience, and learners with no experience in e-learning. A two-way analysis of variance (ANOVA) was conducted to analyze the changes in the learners’ e-learning orientation between the two groups. The results of a 2 (groups) × 2 (time) mixed-design ANOVA suggest that learners with no experience in e-learning can improve their e-learning orientation by completing an e-learning course. A cross-lagged effects model explained the causal relationship among the question items in the pre and post stages of the e-learning course. The results suggest that isolation is an important factor affecting the e-learning orientation of learners.
Fifth graders in an elementary school brought back tablets from school so that they could watch a video of a model recorder performance at home. They practiced playing the recorder for three weeks in this way in order to prepare for a concert at a graduation ceremony. During this period, the children were asked to count the number of times they viewed the model performance and to record their own performances in a video three times. After this practice period, three music experts viewed the children’s recorded videos and evaluated the overall performance on a scale of 1-10 and individual performance techniques on a scale of 1-5. It was found that as a group the children had made progress in performance. In particular, the children who were at a medium performance level before the above practice period showed improvements in all areas of technique. While some children at a low performance level before the practice period achieved above-average scores in overall performance, some of the others made only scant progress. The degree of progress made by those at a high performance level before the practice period was generally unimpressive. While some issues still need to be addressed regarding the above method, such as the need to provide individual lessons to children who cannot improve their performance techniques and the need to improve the model performance video, it could be a promising solution to the current problem of lack of lesson time in music class.
This study aims to identify the structure of participation-achievement oriented which want to be obtained through volunteer activities among university students and to examine the effect toward participation-oriented motivation and non-participation-oriented motivation. Also, the findings indicate insights in which volunteer activities can be promoted among university students as well as the state of volunteer education in the educational curriculum. A questionnaire survey was conducted with university students as the participants. For participation achievement-oriented, the following five factors were 108 日本教育工学会論文誌（Jpn．J．Educ．Technol.） identified: self-actualization, career development, exaltation, health well-being, and evaluation approval. The results of the analysis revealed that participation achievement-oriented is the factor to define participationoriented motivation and non-participation-oriented motivation toward university students’ volunteer activities participation. Especially, it indicates that selfactualization and exaltation enhance intrinsic participation-oriented motivation. To improve volunteer activities promotion and effectiveness of volunteer education, it indicates to seize participation achievement-oriented accurately and need to take the step to respond these appropriately.
April 03, 2017 There had been a system trouble from April 1, 2017, 13:24 to April 2, 2017, 16:07(JST) (April 1, 2017, 04:24 to April 2, 2017, 07:07(UTC)) .The service has been back to normal.We apologize for any inconvenience this may cause you.
May 18, 2016 We have released “J-STAGE BETA site”.
May 01, 2015 Please note the "spoofing mail" that pretends to be J-STAGE.