The purpose of this research is to clarify the relationship between support from others, students’ involvement, and career resilience in co-curricular activities. Questionnaires were completed by 206 students. The result of path analyses conducted on these questionnaires showed that support from same-grade members and heteronomous support from faculty and staff have a positive influence on career resilience, while autonomous support from faculty and staff mediate student involvement and indirectly have a positive influence on career resilience.

In this study, we propose a new evaluation procedure for learning as knowledge creation, a recently emerging pedagogical approach. We developed the evaluation procedure by using socio-semantic network analysis and text-mining for visualizing the knowledge creation process. The proposed procedure was applied to written discourse generated by university students on a CSCL system, studying in the context of project-based learning. Results suggested that we succeeded in identifying differences in learning processes between high and low learning-outcome groups. We also examined the advantages and disadvantages of our proposed procedure.

This study developed a system supporting video annotation on portable mobile devices for Non-face-to-face educational purposes. We considered the three functions supporting video annotation in the "VOVAM" system based on two surveys. It was found that learners were also able to determine which evaluation contents to annotate on portable mobile device. We also found that D&D annotation function was easy to operate, and at the same time, it was easy to set the target position to the time that learners wanted to point out on portable mobile device. We found that the marker overlay playback function could help learners understand visually during reflection activities even if markers from some evaluators are displayed on portable mobile device.

The purpose of this study is to develop a teaching method to foster decision-making skills related to technology and to verify the effectiveness of said teaching method in practice in technology education. Referring to the qualitative and capacity composition of technology education, we created a framework for decision-making related to technology, including the following steps: “analysis of the constraint condition,” “evaluation of the solution,” “the comparison and examination of the solutions,” and “the determination of the solution". Based on this framework, we developed a teaching method that enables the user to analyze constraint conditions in technological problems. Using this teaching method, we planned a technology lesson that involved the following decision-making scenario: “to select communications methods to use on the Internet.” Having put this method into practice in technology classes with 172 students, the learning evaluation was mostly positive within the predetermined evaluation criteria. In addition, the correct answer rate of survey questions improved after the technology classes, which led the researchers to conclude that the developed teaching method contributed to the nurturing of decision-making skills related to technology.

The purpose of this study was to examine the children’s psychological process in which motivation for cooperative learning and peer modeling promotes active participation in different grade class activity. A questionnaire survey was conducted on children in different grade class in an elementary school. Path analyses yielded the following findings. Autonomous motivation increased perceived active participation structure in activity. In third and fourth grade children, autonomous motivation increased peer modeling toward different grade classmates, which, in turn, was related to perceived active participation structure in activity. In fifth and sixth grade children, controlled motivation was related to less perceived active participation structure in activity. The present findings suggested that (1) motivation and peer modeling could have important roles in different grade class activity and (2) factors that support active participation in different grade class activity are varied with children’s grade.

This paper identifies what design factors have been embedded into the class for making a transformation of students’ learning behavior in order to show the point of attention and the way of concrete class design regarding the designing flipped classroom for high school at the initial phase. In order to achieve this research objective, we interviewed to Teacher A who had provided flipped classroom session in X High School, and analyzed. As a result, we found that the student had formed tendencies such as [learning passively] and [unfamiliar with group work] from [teacher-initiated class]. From this result, we showed “considering the tendency of students that formed from past lessons, and embedding the elements regarding the tendency into the flipped classroom for encouraging gradual change” as a point of attention, and 1) to clearly indicate the learning procedure, 2) to set the difficulty level according to the learning method and contents so far, 3) to make corrections to give a sense of security, 4) to organize the group which the students can actively talk, as ways of designing lesson.

The purpose of this paper is to identify the learning process of teacher-training students through experiential pre-service teacher training program. The data from interview research was analyzed by applying M-GTA. As a result, the followings were identified. 1) The students participated in Friendship Project with varied motivation. 2) The students recognized that they got three types of learning under the influence from others and the failure experience. They could deepen their learning by being conscious of the growth of children. 3) Through such an experience, the students created their own new ideas about educational practice and widened their perspectives for education.