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Article type: Cover
2012 Volume 36 Issue 3 Pages
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Published: December 20, 2012
Released on J-STAGE: August 09, 2016
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Article type: Index
2012 Volume 36 Issue 3 Pages
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Published: December 20, 2012
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Article type: Index
2012 Volume 36 Issue 3 Pages
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Published: December 20, 2012
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Shizuo YOSHIZAKI, Norifumi MASHIKO
Article type: Article
2012 Volume 36 Issue 3 Pages
167-170
Published: December 20, 2012
Released on J-STAGE: August 09, 2016
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Katsuaki SUZUKI
Article type: Article
2012 Volume 36 Issue 3 Pages
171-179
Published: December 20, 2012
Released on J-STAGE: August 09, 2016
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Improvement and development of teaching methods at colleges and universities are discussed from the view point of instructional design. First, a bird's view is proposed to see the universities with a three layer structure connecting the entrance and exist, and premises of instructional design are listed. Then, the faculty development movement is summarized, together with the design of learning environment other than the effort to improve lectures, by reviewing trends in the United States. Lastly, a model to reform university education with the use of ICT is proposed.
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Masayuki MURAKAMI, Masanori YAMADA
Article type: Article
2012 Volume 36 Issue 3 Pages
181-192
Published: December 20, 2012
Released on J-STAGE: August 09, 2016
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This paper explained the history, policy, definition and administration of Faculty Development (FD), and reviewed the current research of FD and class improvement in higher education, and showed the direction of the future research. First, the current situation of FD was divied into three levels; micro (e.g., class improvement), middle (e.g., curriculum design and improvement), and macro (e.g., organizational improvement). Therefore, we reviewed the current research, based on each level, then considered the roles of educational technology researchers and the future research direction in FD and class improvement in higher education.
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Takaaki OHKAWAUCHI, Jun OHYA, Shunichi YONEMURA, Yukio TOKUNAGA
Article type: Article
2012 Volume 36 Issue 3 Pages
193-203
Published: December 20, 2012
Released on J-STAGE: August 09, 2016
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This paper reports a fundamental study of how to recognize learners' subjective difficulties essential to improving on-demand type e-learning systems' lectures. On-demand type e-learning systems require recognition methods different from synchronous type lectures. Specifically, leaners' temporal behaviors such as rewinding and pause of the video might reflect learners' subjective difficulties. We conducted an experiment for several learners to obtain data of their learning temporal behaviors, and then we interviewed the learners. As a result, we confirmed that the number of rewind and the time length of pause are closely related to their subjective difficulties in the lecture.
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Motoko OKUMOTO, Mineyo IWASE
Article type: Article
2012 Volume 36 Issue 3 Pages
205-215
Published: December 20, 2012
Released on J-STAGE: August 09, 2016
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In this research, it was determined whether Social Loafing and an opposite phenomenon were present in Project Based Learning (PBL), identified these antecedent factors and obstructive factors, and investigated a causal relationship among them using a qualitative research. The analysis of this research showed Social Loafing was induced by not self-motivations but team activities. And this research explained the process in developing a voluntary behavior as below; participants who were involved in decision-makings would build a coalition. Hence they began to realize their responsibilities for their coalition. These responsibilities stimulate them to notice concrete issues in PBL. As a result, this research indicated that a voluntary behavior will be derived from team interaction, and suggested a team-design factor to develop participants' voluntary behaviors.
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Toru KAWAI, Shinichi MIZOKAMI
Article type: Article
2012 Volume 36 Issue 3 Pages
217-226
Published: December 20, 2012
Released on J-STAGE: August 09, 2016
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The purpose of this article is to investigate the structure of learning bridging and its relationship to "approach to learning" and "future-present life connection". In this study, we analyzed the questionnaire survey in which 547 students participated. The structure of learning bridging includes links between out-of-class activities and in-class studies, between different classes, and between past, present and future studies. Learning bridging has significant positive correlation with "deep approach to learning" and "daily action connecting future life". We conclude that there is a complex interrelationship between the three variables (learning bridging, "deep approach to learning" and "daily action connecting future life") of student learning and so it is important for learning support to consider this relationship.
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Mitsuru KIMURA, Toru KAWAI
Article type: Article
2012 Volume 36 Issue 3 Pages
227-238
Published: December 20, 2012
Released on J-STAGE: August 09, 2016
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The purpose of this study is to examine a relation between student's experiences and learning outcomes in service-learning. A questionnaire survey was conducted toward 61 students taking part in the service-learning course program organized by Ritsumeikan University. As results of factor analysis, "experiences" were shown to consist of 8 factors -active engagement, activities toward problem solving, records and reports, interaction among students, supports from teachers and coordinators, co-operation in field, contribution to community, and planning and preparation - and "learning outcomes" were shown to consist of 6 factors- skills, personal, civic, academic, inquiry, and career. Results of this study indicated that effective experience differed from type of learning outcomes, and most effective experience was "supports from teachers and coordinators."
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Jianming WU, Tsuneo KATO, Da YANG
Article type: Article
2012 Volume 36 Issue 3 Pages
239-250
Published: December 20, 2012
Released on J-STAGE: August 09, 2016
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This paper proposes a mobile application suite to conduct a smart classroom learning style for Chinese language. To provide effective learning style in general classrooms as well as in digital classrooms, it provides: 1) Interactive learning methods, 2) rich learning contents, 3) a Chinese IME for decreasing spelling mistakes. The effectiveness is shown through experiments at Waseda University.
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Aiko KAWABATA, Katsumi UEKI, Mamoru GOTOH, Shinichi WATABE
Article type: Article
2012 Volume 36 Issue 3 Pages
251-260
Published: December 20, 2012
Released on J-STAGE: August 09, 2016
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In this study, we looked into clinical observation training utilizing Clicker in teacher training graduate schools, and investigated the effectiveness of this training. As a result, we were able to clarify three effects of this learning. First, we were able to confirm learning effects which support "conducting deliberate observation." Second, we were able to confirm the learning effect of the students being able to autonomously recognize failure in "acquiring individual consistency." Then, for the third point, we were able to confirm the learning effect of the students being able to become interested in the points of view of others, since utilizing Clicker makes simultaneous visualization from the points of view of several observers possible. Additionally, we also found that these learning effects were affected by the attributes of the student's number of years of teaching experience.
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Kazumi MIURA, Taira NAKAJIMA, Shinichi WATABE
Article type: Article
2012 Volume 36 Issue 3 Pages
261-269
Published: December 20, 2012
Released on J-STAGE: August 09, 2016
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The purpose of this study is to develop a tool for class reflection support which combines the three functions of images, description, and class evaluation data using Tegaki PAD (NAKAJIMA 2011), and to clarify what students in a teacher-training course perceive. Analysis of class reflection comments allowed students' perceptions to be sorted into the five categories of "development," "data," "communication," "writing on blackboard," and "time management." As well, 38 connections among images, description, and class evaluation data were confirmed. It also became clear from questionnaire results that students were perceiving images, description, and class evaluation data to be connected.
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Rieko INABA, Yoko YAMAKATA, Makiko OYAMA, Masayuki MURAKAMI
Article type: Article
2012 Volume 36 Issue 3 Pages
271-279
Published: December 20, 2012
Released on J-STAGE: August 09, 2016
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It's important for teachers to confirm student's questions, knowledge and understanding in university Class for teaching improvement. However, it's difficult to practice actually. In this research, we proposed to use the response analyzer to confirm student's question and understanding of class in real time. We develop the response analyzer system which students can use it easily via mobile devices such as iPod touch and write their comments freely. This system has two functions; posting questions and voting to questions. Then, teachers can grasp the contents of questions and the number of voting of each question. As a result, students give high evaluation of satisfaction and supporting understanding about using response analyzer. Voting to questions motivate students because they use it easily and get more feedback.
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Chiharu KOGO, Atsuko TOMINAGA, Naoko ISHIKAWA
Article type: Article
2012 Volume 36 Issue 3 Pages
281-290
Published: December 20, 2012
Released on J-STAGE: August 09, 2016
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We designed and implemented over 3 years a blended course comprising alternate weeks of e-learning and classroom-based group work. The first year comprised e-learning derived from a correspondence course, after which original material was developed specifically for the blended course. Comparison of test scores between the traditional face-to-face lectures predating the blended course and the first, second and third years of the blended course revealed a significantly lower ratio of high scores and significantly more mid-range scores in the first year of the blended course compared to other years. However, from the second year onward, results did not significantly differ from the face-to-face lectures. Furthermore, significantly more students in the second and third years preferred the blended course compared to students in the first year of the course. These findings suggest that classes designed for blended learning can achieve the same learning outcome as face-to-face classes and are acceptable to students. Conversely, significantly more students failed the blended course compared to the face-to-face classes, indicating student unfamiliarity with blended learning.
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Editor's pick
2013 Best Paper Award Winner
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Katsuko T. NAKAHIRA, Miki AKAHANE, Yukiko FUKAMI
Article type: Article
2012 Volume 36 Issue 3 Pages
291-299
Published: December 20, 2012
Released on J-STAGE: August 09, 2016
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The piano singing and playing education which is done by pre-school teacher education institutions does not consider any quality assurance of education cause of the difficulty of approach. In this research, we propose the good case of piano singing and playing educational design for mass students with ICT and make experiment. Through the process, we discuss the quality assurance of the education.
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Atsuko TOMINAGA
Article type: Article
2012 Volume 36 Issue 3 Pages
301-311
Published: December 20, 2012
Released on J-STAGE: August 09, 2016
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The present study assessed peer response orientation among students of a university writing course utilizing peer response sessions. An original questionnaire survey was conducted at the time of the initial and the final class. Exploratory and confirmatory factor analyses identified 3 factors affecting peer response orientation: peer response affinity, reluctance to disclose opinions and discomfort in accepting opinions. Peer response affinity was significantly higher and reluctance to disclose opinions and discomfort in accepting opinions were significantly lower at the final class than at the initial class. However, students with low peer response affinity or high discomfort in accepting opinions gave significantly lower evaluations of peer responses compared to other students. Conversely, the results of a writing competency test revealed significantly higher writing scores after the course regardless of peer response affinity, reluctance to disclose opinions and discomfort in accepting opinions.
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Mio TSUBAKIMOTO, Hiroko OTSUKA, Risa TAKAHASHI, Noyuri MIMA
Article type: Article
2012 Volume 36 Issue 3 Pages
313-325
Published: December 20, 2012
Released on J-STAGE: August 09, 2016
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Recently, the disparity between the ability which higher education requires and the basic ability which students have has been regarded as a problem. This situation increases the necessity of extracurricular learning support for students, and practice of peer tutoring has received people's attention inside and outside Japan. In this study, we have established a student-mainly-managed learning support organization and environment called "Meta Learning Lab", and tried to practice peer tutoring intended for giving an opportunity of meta learning (learning how to learn) for students. As preparations for this, we implemented the tutor training and designed the learning space. We encouraged tutors to try not to teach answer of problem but to have learners finding the way of learning by themselves. As a result, according to the comments of learners, we could find the tutoring activity advances students' meta-cognitions for their own leaning methods and also it has an effect of improving students' motivations to learn.
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Mana TAGUCHI, Reino HANZAWA, Masaaki SUGIHARA, Masayuki MURAKAMI
Article type: Article
2012 Volume 36 Issue 3 Pages
327-337
Published: December 20, 2012
Released on J-STAGE: August 09, 2016
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The aim of this study was to examine the relation between feelings to work of junior staff engaged in Faculty Development (FD) and cooperation with other departments, as well as the relation between feelings and future carrier prospects. The questionnaire was composed of the question items that asked "What is the most difficult FD work? (free description)" "Do you feel anxiety in FD work? (1=never 〜 5=always)", "Do you feel your FD work is meaningful? (1=never 〜 5=always)", "Do you feel your cooperation with other departments is satisfactory? (1=never 〜 5=always)", and "Do you feel your current FD work is contributing to your future carrier prospects? (1=never 〜 5=always)". The major findings of this study were as follows: (1) The level of work meaningfulness felt by members who belong to the FD center is stronger than the level felt by members who belong to the FD committee, (2) The level of work meaningfulness felt by senior representatives is stronger than the level felt by junior faculty members, (3) There is a positive correlation between work meaningfulness and inter-departmental cooperation as well as work meaningfulness and future carrier prospects felt by members who belong to the FD committee, (4) There is a positive correlation between work meaningfulness and future carrier prospects felt by members who belong to the FD center. As for administration staff, we found no correlations between the categories investigated above.
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Article type: Appendix
2012 Volume 36 Issue 3 Pages
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Published: December 20, 2012
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Article type: Appendix
2012 Volume 36 Issue 3 Pages
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Published: December 20, 2012
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Article type: Appendix
2012 Volume 36 Issue 3 Pages
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Published: December 20, 2012
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Article type: Appendix
2012 Volume 36 Issue 3 Pages
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Published: December 20, 2012
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Article type: Appendix
2012 Volume 36 Issue 3 Pages
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Published: December 20, 2012
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Article type: Cover
2012 Volume 36 Issue 3 Pages
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Published: December 20, 2012
Released on J-STAGE: August 09, 2016
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