Journal of JSEE
Online ISSN : 1881-0764
Print ISSN : 1341-2167
ISSN-L : 1341-2167
Current issue
Displaying 1-22 of 22 articles from this issue
  • Satoshi SUYAMA, Makiko KOBAYASHI, Yuki YATAKE, Koji SUE
    2023 Volume 71 Issue 6 Pages 6_2-6_8
    Published: 2023
    Released on J-STAGE: November 21, 2023
    In this paper, we donated three units of the universal design board game, “Fureai Doubutsu Shogi” , to 67 schools for special needs visuals nationwide, and about 9 months later of the introduction, we conducted a questionnaire survey with a total of 27 questions for all 67 schools to investigate the usefulness of “Fureai Doubutsu Shogi” for those schools. As a result, we found that board games are effective for education in special needs schools for the blind, and the games with different purposes from “Fureai Doubutsu Shogi” can be used as teaching materials as well.
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  • Willingness to Communicate, Motivation, Self-Efficacy, and Problem-Solving Orientation
    Yumiko ABE, James A. ELWOOD, Wakako KOBAYASHI
    2023 Volume 71 Issue 6 Pages 6_9-6_16
    Published: 2023
    Released on J-STAGE: November 21, 2023
    Recently, Massive Open Online Courses (MOOCs) and problem-based learning (PBL) have been popular in higher education. However, there is little research about the effects of PBL with collaborative learning in the flipped classroom on affective processes in English class to influence students’ learning. This study investigates problem-based English learning using flipped MOOCs, combined with ZOOM meetings for group-based discussion in the classroom to examine the relationships among social problem-solving orientations, self-efficacy, motivation, and the willingness to communicate (WTC) of Japanese EFL (English as a Foreign Language) learners. To conduct this investigation, online questionnaires were administered to university EFL students in Japan and in Malaysia. We found that collaborative learning in this PBL setting had a positive effect on self-efficacy, WTC, motivation, and positive problem-solving orientation. We also found that collaborative learning was the strongest predictor of self-efficacy.
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  • Satoru YAMADA, Hiroki ASAKIMORI, Ryo KANDA, Tetsuro BUTSUEN, Yusuke KO ...
    2023 Volume 71 Issue 6 Pages 6_17-6_24
    Published: 2023
    Released on J-STAGE: November 21, 2023
    Kagawa University and Ricoh Company, Ltd. are working together to promote university DX through industry-academia collaboration. Various activities related to the promotion of DX at Kagawa University are carried out there. The activities also have a function of “Re-skilling” engineers at Ricoh Company, Ltd. This paper describes an overview of the university’ s DX co-creation activities. The In-house development of business systems is described from among the activities, and the effect of “Re-skilling” of the engineers of Ricoh Company, Ltd. who participate in the activities is discussed.
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Case study
  • Comparison by Academic Level
    Hiromi NISHINA
    2023 Volume 71 Issue 6 Pages 6_25-6_31
    Published: 2023
    Released on J-STAGE: November 21, 2023
    This study analyzed Japanese-language discussions in a mixed group of international students and Japanese undergraduates to identify how, from the perspective of the Japanese students, differences in academic level (undergraduate vs. graduate) affected discussions that required consensus building. The results showed that, in discussions with international students at the same academic level, consensus was reached by Japanese students conforming to the statements of the international students, who were unconcerned with what others had to say. In contrast, in discussions with international graduate students, even though a Japanese undergraduate acted as moderator for the host country, the discussion tended to stagnate because of low levels of information sharing, and participants struggled to decide on a final plan.
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  • Reflections and Prospects
    Hideyuki SAWADA
    2023 Volume 71 Issue 6 Pages 6_32-6_46
    Published: 2023
    Released on J-STAGE: November 21, 2023
    The purpose of this study was to reflect on the course design and learning outcomes of community-oriented project-based learning (PBL) practiced during the COVID-19 pandemic and to consider future prospects. The learning contents of the course comprised three classifications: acquiring skills such as systems thinking and data analysis; engaging in collaborative activities with teams and local stakeholders; and applying specialized expertise to design exercises. The first half of this paper describes the purpose, contents, concept, and methodology of the community-oriented PBL. The second half of the paper analyzes and discusses the results of two questionnaire surveys administered to the students who took the course and describes future prospects.
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Short note