For Distance Learning conducted at the College of Humanities and Sciences, Nihon University under the influence of COVID-19, we improved the learning environment including the cloud migration of LMS as a platform, and support system for students and faculty members. In this paper, we discuss the efforts, achievements, and evaluation of the distance learning support system.

　As a State of Emergency was declared, Meisei University conducted non-face-to-face classes after reconstructed “Independence and experience 1” designed to conduct face-to-face classes with small groups as active learning, which is a mandatory subject for the first semester. As a result, it indicated that there is a possibility for non-face-to-face classes to perform no worse than face-to-face learning by combining various materials and online meeting tools properly.

　The Otaru University of Commerce had been developing Learning Management System (LMS) based active learning and distance learning methods even before the coronavirus crisis; however, complete information was not shared among all faculty members and staff. Therefore, in response to the COVID-19 pandemic, a Faculty Development (FD) team was established to improve the support systems for online classes, develop the associated manuals, and conduct FD workshops. In FD workshops, implementation of online classes and handling of copyright issues, preparing the foundations for delivering online classes, methods for conducting online examinations and grade evaluations, and support systems for conducting online examinations were highlighted as challenges. The analysis results from the course evaluation questionnaire confirmed that students from all grades were generally able to learn without any problems in the online classes.

　In preparation for fully remote classes due to the persistent spread of COVID-19，we drove two designs of mutual-training-type FD activities for faculty members based on the utilization of generalized tools （e.g. web conferencing systems）: small-scale learning from each other and online-based exchanging forums named "Kakekomi-Dera". These FD learning opportunities were offered in the first semester and the second，training many participants throughout the academic year. The learning environment we have established is flexible and little burdened with using only generalized tools，and thus can promote further new educational methods such as distance learning.

　This paper describes the on-demand teaching practice for a Chinese qualification class. The flow of the lesson first presents the learning contents and tasks on the learning management system（LMS）. The learning content is the designation of the questions that the student learns by e-learning. Simultaneously, the URL of the explanation site where the students could see the explanations of the parts they answered incorrectly was also displayed. The task was to pose questions about the students’ content through e-learning and assign them to answer them. The author created the commentary site in consideration of the usability of students. When referring to the students’ questionnaire, it found that more than half used the commentary site. On the other hand, problems related to site accessibility arose from students who were not good at operating PCs, and some students continued not to submit assignments.

　Due to the COVID-19 pandemic, universities have difficulty in conducting face-to-face lectures and experiments. We have to teach classes partially or fully online. Among the various courses at universities, the laboratory courses for first- and second-year undergraduates are important for students who do not have enough time at high school to acquire basic laboratory knowledge skills. During the COVID-19 pandemic, we have been conducting online experiments at Nagoya University. The themes of the experiments were: oscilloscope experiments and resonance circuit experiments by remote control using the network, experiments to measure gravitational acceleration by video on demand, condensed matter physics experiments using video streaming of demonstration experiments, and remote control via the network, and simulation physics experiments (Monte Carlo simulation) using programming tools on the network. In the online environment, where the interaction between faculty and students tends to be limited, we provided feedback on the results and discussions using an online conference system. We also conducted a questionnaire for the students who conducted the online experiments. As a result, it was found that the satisfaction of students was high when they conducted collaborative experiments in online groups.

　In 2020，the author’s German class for first-year students was conducted on Zoom，using various ICT tools to communicate with students and monitor their progress. A student survey revealed that video recording and sharing of learning outcomes，which had also been practiced in face-to-face classes along with voice recognition for pronunciation practice，highly contributed to maintaining learning motivation in online classes as well. In addition，establishing connections to peers through group activities was also an important factor in increasing motivation.

　The purpose of this study is to develop a programming learning environment designed for online use and evaluate its efficacy by measuring the motivation of a class of 37 second-year students in the School of Education. The results of the SIEM assessment scale indicate the significant improvement in the mean values of the “class structure factor （e.g.，class familiarity and understandability），” “spontaneity factor，” and “interactivity factor，” as well as an improvement in the motivation of the students. The overall evaluation of the practice showed that an individually optimized learning environment can be achieved through remote learning.

　The author developed online learning materials during the COVID-19 pandemic and conducted online lessons in comparison with in-person classes. After the lessons, the author conducted a survey about the online lessons. 155 junior high school students and 237 high school students took the survey. The results suggest that there are significant differences in the responses of all the items except “Level of Understanding” among the junior high school students and except “Active Participants” among the high school students.In addition, the responses from both junior high school students and high school students show in common that there are significant differences in the following items: “Ease of participants”, “Hardware Configuration difficulties”, and “Ease of Remarks.”This paper has revealed that students have positive attitudes toward online education the author mentioned in this paper. It is not only because many of the students feel that online lessons are easier for them to take and enable them to be more active than in-person classes, but also because students feel that they have no difficulty preparing hardware for online lessons.

　Since 2016，the University of Electro-Communications has been implementing educational programs of high school / university connection，which is called UEC School. There are two course programs in the UEC School，“science” and “programming”. In this report，we report on the efforts of online lessons in UEC School.

　Considering the importance of providing classes on how to send out SOS precisely given the current COVID-19 crisis, we conceived an idea of an online class using manga materials and opinion analysis tools and practiced it with fifth-grade elementary school students. The results indicate that this class was generally effective, manga materials and writing and reading activities have significant potential, and the role of external instructors is important.

　The authors have been conducting a class for upper elementary to junior high school students to learn about intercultural communication. However，as the Covid-19 restrictions were implemented，as it became difficult to visit schools. To solve this situation，this paper examined the challenges associated with conducting these classes via Zoom and practiced it for junior high school. The post-questionnaires and student’s feedback indicated that the learning effectiveness of online lessons were similar to that of face-to-face lessons. Further，this study found room for consideration on how to reduce video disturbances and the stress of students due to the mixing voices between classes.

　I propose an educational approach to data science for learners who do not have a mathematical background. This approach has a few unique features. Firstly, the objective of this approach is to train citizen data scientists for solving marketing strategy issues. Secondly, reducing the feeling of rejection to data science is set as the key performance index (KPI). Finally, the contents for the approach are developed based on the KPI. I refer to this approach as a type of back-casting method for developing an education program for data science. I executed the approach in my lecture. Thereafter, I examined whether the approach was effective or not by using the mean-covariance structure model. Statistical results showed that the approach was useful because the feeling of rejection to data science in the post-learning period had reduced significantly in comparison to the pre-lecture period.

　Due to the COVID-19 pandemic, all classes in 2020 were conducted online, and now that universities are shifting back to face-to-face classes, the use of ICT is equally indispensable. This research is a practice-oriented study on the comparison of quiz tools and the evaluation of their effectiveness through the use of two online quiz tools "Kahoot！" and "Quizizz" in a first-year German class at a university. Initially, the functions and affordances of "Kahoot！" and "Quizizz" were compared, and then the two quiz tools were used in actual classes as an instance of ICT utilization in face-to-face classes. Following that, the students’ evaluation of the quiz tools and their impact on learning were assessed using questionnaires. The results showed that incorporating the quiz tools increased students’ motivation to learn through encouraging competition with peers, and that they highly evaluated the learning activities using "Quizizz" in terms of operability, including the screen display. "Quizizz" was found to be an effective tool for improving learning outcomes because it allows students to retry the questions after completing the quiz and to later review the questions as flashcards.

　As the class online becomes more online, the group work is increasing online. However, it is not known, what kind of attitudes and perceptions students have in the online classes, and how is this related to learning effect.We conducted online GW program for nursing students and found the attitude, perception, and learning effect of online GW. An analysis then modeled the relationship between attitudes and perception that lead to learning effect. As a result, the deepening of learning and growing confidence were related, and it also involved increasing perceptions of goodness for GW and contributing to GW. On the other hand, learning effect were related to attitude of worth and skills, pre-learning, home learning environments, and psychological safety indirectly.

　The effects of introducing mobile displays into situations where children using personal information devices are presenting were examined. Before the introduction of mobile displays, a number of students experienced frustration with the information device screen size or display method; however, with its introduction, their frustration decreased, suggesting that mobile displays have a potentially positive effect. Furthermore, many children who experienced mobile display use indicated a sense of its necessity.

　In this study, in the class where every elementary school student learns for the first time in the environment of 1-to-1 devices, we wanted to clarify the acquisition level of skills to operate information devices and peripheral equipment（ICT Operation Skills）. We surveyed 1）the speed of Japanese input by keyboard and 2）the awareness of acquisition of basic operations and applications operations. The Japanese input speed by keyboard was significantly faster in 2 months, 3 months, and 4 months from the start of use 1-to-1 devices. Copied input（which is input while looking at the problem sentences）had become faster than thinking input（which is input while thinking after reading the problem sentences）. However, the difference had become smaller in 4months. Basic operations and applications operations were first learned from the basic operations, class support application, and presentation application that were often used. While the children were able to learn to operate many learning tools and other applications in 4 months, they still did not learn difficult or less-used operations after 4 months.

　Under the circumstances of the worldwide spread of COVID-19, developing online study abroad programs is an urgent issue. The aim of this paper is to report the outline of the online study abroad program conducted by the College of Pharmaceutical Sciences, Ritsumeikan University with Hospital for Sick Children in Toronto in February 2021 and to discuss the outcomes and improvements from the perspective of "study abroad experience." From the results of the questionnaire to the participants, we found that not only the lectures by Hospital for Sick Children but also sessions provided by Ritsumeikan University were beneficial to the students and helped them deepen their comprehension of the lectures and cross-cultural understanding. We also found that the Slack workspace served as a communication channel as well as a virtual space where students could interact with each other and the faculty could provide immediate support as needed. In this way, to create "study abroad experience", it is necessary to devise ways to make it more than just providing a course by the partner institution. In developing online study abroad programs for the future, we can consider the program from a more global perspective, rather than limiting the source of the sessions to the partner institution or the university to which the students belong. This would lead to the best possible online program that is appropriate, timely, and not a substitute.

　In this research, we try to encourage students’ self-review in composition class for second language learners, especially Japanese learners. To encourage the self-review, we developed a system to support students’ awareness of mistakes by pointing out the only location of mistakes, which were detected automatically. We reported the results of trial-use of the system: First, the system shows mistakes in proper way. Second, the system helped students in the self-review. Finally, students voluntarily reviewed their own composition with the system.

　This study sought to determine the information literacy needed in Japanese school education. Fifty-three employees from two major Japanese IT companies completed a questionnaire focused on the possible information literacy that could be included in future school curricula. The analysis found that “information morality and security” skills were considered the most important and that it would be best to develop these qualities and skills in the early stages of compulsory education.

　This study reports the features of "LangDraw," a web application that draws the structure of English sentences using symbols, and the results of an English course which focuses on accurate reading using the application. The advantage of LangDraw is that a teacher can immediately see whether or not learners understand the structure of English sentences just by looking at the diagrams they make. In addition, the results of the class questionnaire suggest that the teacher’s use of LangDraw helps the learners to deepen their understanding of the structure of English sentences.

　As a result of conducting a questionnaire survey of students who have accumulated activity records for one year using the SNS e-Portfolio, more than 90% of the students had a positive opinion on their transmission and mutual browsing. There was not much difference from general SNS, and there was less new burden and stress compared to the conventional e-Portfolio. Students can share their activities and experiences by recording and posting activity records of educational clinical experience, sharing opinions and ideas with others, and objectively grasping the experiences of others.