This study aims to consider students’ comprehension and viewing behaviors of lecture videos through a flipped classroom on basic statistics and data analysis. We introduced "Epistemic Preparative Activities" using authentic problem-solving games that are relevant to the learning contents of lecture videos and face-to-face activities to the class before viewing videos. We compared pre-, middle-, and post- comprehension tests scores and investigated the degree or styles of video viewing between an individual EPA group and a collaborative EPA group, in order to reveal which EPA has a greater advantage in a flipped classroom. The results show that the following three suggestions: (1) the comprehension of the entire students' were improved despite differences in EPA groups, (2) the collaborative EPA group perceived greater understanding of the learning contents before face-to-face activities, (3) the individual EPA group was encouraged in viewing the lecture videos selectively and recurrently.

The purpose of this research is to develop a Student Leadership Behavior Scale (SLBS) in leadership education based on experiencial learning in university, and to test its reliability and validity. The 54-items scale was constructed using items from previous research and data from preliminary survey, and was administered to 156 undergraduate students (Time 1). To assess the test-retest reliability, 110 subjects (Time 2) repeated the rating within a month interval. Exploratory and confirmatory factor-analysis revealed a six-factor model including the following factors: Modeling, Challenge, Goal Sharing, Goal Management, Task-Oriented Support, and People-Oriented Support. In addition, 30 items were selected for increasing the feasibility. The scale showed high internal consistency and test–retest reliability, and moderately correlated with the Team Work Scale.

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.

The objective of this research is to clarify the common educational experience which contribute to improvement to become school middle teachers who are in charge of participating school innovation. 2 public high schools conducting school innovation were chosen as research targets and the qualitative interview survey was conducted against 5 school middle teachers. As the result of analysis based on trajectory equifinality approach, two types of trajectories were indicated: pioneer trajectory and fellow trajectory. It was indicated that all the experiences of school innovation were authorized as official duties and some features of pioneer and fellow trajectories were clarified: 1) the teacher who has chosen the pioneer trajectory has a belief to conduct a new thing, 2) has an experience of leading school innovation under the guidance of experienced teachers and 3) has experienced how to maintain a balance among other teachers who are not in charge of school innovation. The teacher who has chosen the fellow trajectory 4) does not have to aspire school innovation but 5) needs to agree with what pioneer teacher believes and 6) has an experience of working together with teachers on the pioneer trajectory and assume a role of some parts of school innovation. In addition, 7) the collaboration based on colleague relationship and the mentorship and support of experienced teachers were indicated as a feature of school innovation. Above and beyond these seven factors, this research clarified two specific findings: the teachers on the pioneer trajectory tend to show stronger leadership than teachers on fellow trajectory toward school innovation and it’s necessary to maintain a balance of human relationship in the not only school middle teachers group but also with other teachers who are not in charge of school innovation.

Massive Open Online Courses (MOOCs), which offer college-level open online courses to general public, have rapidly expanded in recent years. MOOCs are often composed of lecture videos and registrants can communicate with other registrants on its discussion forum, whereas some registrants hope to receive 402 日本教育工学会論文誌（Jpn．J．Educ．Technol.） instruction by the instructor and learn with others in a face-to-face setting. This study evaluated effects of a flipped learning (FL) model for such registrants with the data of a practice that combines lecture-video-based MOOCs for prior learning and face-to-face learning sessions for its group-based practicum; evaluated effects of the FL design on completion rate and a historical thinking skill adjusting for other effects of registrant backgrounds and online learning behaviors. Results show that there was no significant effect of the FL design on completion; there were larger effects by video watch time and days of forum activity with some trend of the lower completion rate among the older and those with no college degree. On the other hand, there was a larger effect of the FL design on the historical thinking skill than the online behaviors, and effects of age and education were limited.

This study aimed to analyze nine years’ worth of sixty thousand free descriptions of course evaluation questionnaires, which originally appeared to be overly difficult to handle in terms of extracting information that had been administered to a certain University Students using a topic model based on Latent Dirichlet Allocation (LDA). We extracted 170 topics and labeled them based on a series of steps, and then checked the validity. Consequently, an adequate level of validity was observed, revealing a comprehensible classification by topic model that fit the human senses. This study further offered analyses linking information about the group of courses to which each free description belonged, and visualized the ratio of topics in each course group, or features of topic distribution of each course group compared to the entire spectrum using cross tabulation. Such analyses are expected to be applied in the fields of Institutional Research (IR) and Learning Analytics (LA) in future studies.

This study developed Tangible AR learning equipment to solve problems in astronomy education. This learning equipment allows students to learn the phases of the moon by operating an earth model and a moon model on a table. Further, the learner can observe virtual objects synchronized in a real environment. The learning equipment was evaluated for usefulness, and, as an example of practical utilization, it was evaluated from a collaborative learning point of view. Further, the usefulness and possible problems with the learning equipment were examined using protocol analysis for collaborative learning. The results showed that the learning equipment had the possibility of increasing interest in and understanding of the phases of the moon, which indicated that this equipment could increase learner motivation. In addition, it was found that the learning equipment was a useful tool for collaborative learning for those learners who do not like such learning. The results of the protocol analysis found that the synchronized overhead perspective of the earth through the monitor display could promote thinking, and it was useful for learner knowledge sharing as students could associate the objects in the real environment to those in the virtual environment using the TUI and AR. However, it was found that it was important to be careful not to generate a conceptual error from the angle of view of the wireless camera attached to the earth model. It was also found that there was a need for an instructional design that took advantage of the learning equipment features, and further research is needed to ensure that the instructional design can effectively promote the educational use of this learning equipment. Finally, it was concluded that to clarify the usefulness of the learning equipment, it should be used in a practice assessment by a group with the target learner characteristics.