This study aimed to clarify how the COVID-19 pandemic affects the relearning of working adults. The results revealed the following. (1) Working adults enrolled in university for the purposes of a “personal potential and learning environment”, “relearning and application to work”, the “expansion of friends and personal connections”, and “graduate school admission and qualification acquisition”. However, the “expansion of friends and personal connections” and “entering graduate school and obtaining qualifications” were secondary factors rather than the main objectives. (2) Working adults enrolled in university in order to reconstruct a new life by experiencing life events that would trigger a reassessment of their inner selves. (3) It is suggested that the COVID-19 pandemic may have given working people more time to spare in their lives and encouraged them to relearn. For women, the time afforded by telecommuting has made it possible for them to balance work and family life, and this is thought to be a motivating factor for enrolling in university. The results also suggest that online classes are an important learning environment that enables flexible learning for working people.

The purpose of this study is to clarify how student staff, who team up with students from different grades to support university classes, are engaging in Self-formation through their experiences. A PAC analysis (Personal Attitude Construct) was conducted on six student staff members who provided support in a media literacy class. The results showed that the student staff members formed themselves from the following perspectives: (1) The discrepancy between the ideal self and the actual self as seen through their seniors, (2) Myself struggling to meet the expectations from others surrounded me, (3) Differences between other student staffs and myself, (4) Gained abilities and future views through supporting experiences, (5) Differences between perspectives as a student and as a student staff member, and (6) Balance between enjoyable time and hard time. The long-term experience of supporting the class as a team with other student staff members of different grades was one of the factors in promoting their self-formation. Especially, this type of class support amplified the fluctuation of emotions during the experience of support through relationships with others, which deepened the experience and led to self-formation.

The purpose of this study is to clarify the effect of the experience of inquiry learning in high school on learning and career exploration in university. We conducted a webbased survey for first- and second-grade university students in Japan. We examined the relationship between their experience of inquiry-based learning in high school and career exploration, class process performance, and life career resilience in university. 255 responses were analyzed, and the results showed that there was a significant difference in career exploration. The score of career exploration of respondents who had experienced inquiry-based classes in high school was higher than those who had not. In particular, the scores of respondents who had experienced both classes related to SGH (Super Global High School) and SSH (Super Science High School) were higher. On the other hand, there were no significant differences in class process performance and life career resilience, which are independent learning attitudes.

The purpose of this study is to develop a survey feedback-based organization development behavior scale by in-house facilitators and to verify the reliability and validity of the scale. Survey feedback-based organization development behavior refers to organization development behavior achieved by conducting organizational surveys and providing feedback on survey results to teams. Based on previous studies and preliminary surveys, we created 50 items and conducted a questionnaire survey of in-house facilitators working in private companies (N = 500). The results of exploratory factor analysis revealed five factors consisting of 36 items: “promotion of mutual understanding”, “accurate problem setting”, “bottom-up planning support”, “considerate information transfer”, and “observation of process during discussions”. The fit of the second-order factor structure model, which assumed the higher-order factor “survey feedback-based organization development behavior” common to these five factors, was acceptable. In addition, the reliability and criterion-related validity of the factors were confirmed.

In this study, we created four learner types based on autonomous learning ability, media and information literacy (MIL), and grade level among university students in China who are learning Japanese, to examine the factors affecting their autonomous use of Open Educational Resources (OER) outside of class through a questionnaire survey (valid N = 597). We investigated the impact of three factors, including “Others”, “Design and Quality of the OER”, and “Use Intention”, on three stages of OER usage behavior (planning, performance, and self-reflection) for each learner type. The results showed that all learner types were influenced by “Use Intention,” while those with low autonomous learning ability and MIL were also affected by “Others” and “Design and Quality of the OER”. Regarding the impact on “Use Intention”, “Others” indirectly influenced all learner types through “Design and Quality of the OER”, but a direct influence from “Others” was also observed in learner types belonging to lower grade level. Based on these results, we proposed measures to promote autonomous OER usage behavior.

The purpose of this study is to clarify the forms of the teacher communities surrounding teachers that support the one-to-one computer environment utilization in junior high schools where a subject teacher system. The authors interviewed teachers who belong to junior high schools that are relatively frequently utilizing the one-to-one computer environment. As the result of the analysis, (1) teacher community activities for the one-to-one computer environment utilization, (2) the creation of a new classroom community through computer utilization, and (3) an environment that supports the activities of the school community, were found. Furthermore, we found that (4) support from outside the school for computer utilization, is also important as the environment. It is suggested that the teacher communities in junior high school that support the use of the one-to-one computer environment may have a different aspect from that of the past and that it will be important to consider how to reorganize it that tends to be demarcated by subject and create classroom communities that both teacher and student cooperatively learn in the future.

In this study, elementary math classes were designed and implemented based on the Universal Design for Learning (UDL) theory and the effect of these classes was examined. The results revealed that the students comprehended the benefits of each learning method (whole-class, individual learning, and cooperative learning), and by selecting each method, they began to feel that they could understand and do the work, and they showed their attempt to proceed their own learning. In addition, it showed the increase of the rates of requesting assistance from peers and teachers to deepen their understanding of learning. Also, in terms of academic achievement, the tendency to promote the acquisition of knowledge and skills limited temporarily to the knowledge and skills in the relevant class was shown. These results indicate that the lesson design implemented in this study may help to create a lesson as a place for developmentally supportive guidance for the students.

A model representing influential factors on training transfer in in-house technical training in time series was proposed, and the influencing strength of the factors was evaluated based on participant questionnaires (103 courses and 1,441 responses), which were conducted immediately after the training and six months after the training. First, a method was developed to evaluate the degree of which the participants applied what they had learned to the job, putting an emphasis on the reliability of the responses and the efficiency of the evaluation. Next, the relationship among the factors influencing the intent to transfer training was analyzed by covariance structure analysis method. The results showed that there was no significant difference in the influence of the work environment on the intent to transfer training between the group of participants with high performance in the application of the learned contents to the job and those with low performance. On the other hand, the influence of training outcomes on the intent to transfer was significantly greater in the high-performance group than in the low-performance group. This suggests that participants with higher levels of understanding and satisfaction immediately after the training tended to less depend on support from their supervisors and coworkers and to transfer training more autonomously in their workplaces.

The purpose of this study is to explore students' self-construction processes by applying the Career Construction Theory to career education at universities. We conducted Career Construction Interviews in the targeted course; thereafter, we analyzed the descriptive data obtained from 19 students across eight sessions, using the Modified Grounded Theory Approach. The analysis generated five categories and 21 concepts. It was observed that students engaged in exploratory activities, such as introspection, while navigating through the following four categories as the course progressed: [1. Awareness and interest in Life Career] [2. Recognition and acceptance of experiences], [3. Understanding of one's Life Career], and [4. Prospects for self-construction]. Throughout, a process of “self-construction through peer learning”, influenced by both, introspective and interactive exploration, was evident. It was confirmed that the intended flow of career construction in this course transitioned to “Deconstruction” from the “Construction, Deconstruction, Reconstruction, and Co-construction” sequence. “Construction, Deconstruction” represents an intermediate stage, indicating the importance of collaborative education (curricular) and support (extracurricular), in the career construction of junior-level students.

Many high school students tend to disengage from studying physics due to its difficulty. We attribute this disengagement to “misconceptions” and propose an instructional design aimed at fostering students' conceptual change. We examined the effectiveness of this design, which incorporates conflicts between correct physical conceptions and misconceptions, connections with surrounding conceptions, and a review of the surrounding conceptions. Analyses revealed that students' understanding of physics concepts and self-efficacy increased after the intervention. Furthermore, we observed moderating effects based on students' self-efficacy levels before the intervention; specifically, students with low self-efficacy showed greater improvement through the intervention compared to those with high self-efficacy.

Developing a novel system that helps each learner to support studying according to her or his level of understanding is crucial. In this study, we develop a web system “AI Dojo” that automatically generates and presents fill-in-the-blank and multiple-choice questions for each learner. Our system employs artificial intelligence and deep learning techniques such as BERT and EmbedRank++. In this paper, we introduce the methodology and the details of our system. In order to evaluate our system, we conducted experiments in a real lecture “Multivariant analysis” for undergraduate students in Faculty of Engineering. We also report the experimental results in this paper. We compared our system which presents generated questions according to each learner’s level of understanding, with another system which represents the questions randomly. The results show that learners' self-perceived proficiency was improved when using our system, indicating that the effectiveness of our method.

Previous research on elementary school classroom displays have mainly categorized bulletin boards by their content from teachers’ viewpoints, often neglecting children’s perceptions. This oversight raises the possibility of mismatch between teachers' intentions in creating displays and students’ interpretations thereof. Two investigations conducted in this study: Study I explored displays usage from children's perspectives, while Study II introduced a new classification of these displays incorporating these viewpoints. We discovered two key factors that influence children's interaction with displays: “activities and organizational behavior guidelines” and “activities records and outcomes”. By integrating insights from both teachers and children, we also analyzed daily display practices across four types of items, revealing variations in the quantity of each type of displays across schools. Furthermore, our findings point out that school’s displays practices can be classified into four clusters, suggesting a potential pattern in displays usage that vary by school.　

The present study investigated the effectiveness of strategies that fit the regulatory focus in a learning situation in which college students were preparing for a test. Imaginary persons were presented with either the promotion focus or the prevention focus proposed in the regulatory focus theory, and the effectiveness of various strategies was evaluated for these persons. As a result, the eager strategy tended to be evaluated as effective for the person with the promotion focus, and the vigilant strategy tended to be evaluated as effective for the person with the prevention focus. This suggests that people have knowledge that strategies in line with the regulatory focus theory are effective. However, there were some strategies that did not show the expected.