Because of the global spread of COVID-19 starting at the end of 2019, university classes in Japan were taught online in the 2020 academic year. However, in the 2021 academic year, a flexible response approach to increases in COVID-19 cases was adopted. At our university, too, we have begun to offer so-called “high-flex” or “hybrid” classes, which combine in-person and online instruction. In this study, we analyzed how students use the learning support system in the high-flex classes. The results showed that the usage of the learning support system among students in the high-flex class was not significantly different from that among students in the in-person class and the fully asynchronous online class. The learning styles of the students were classified according to Felder’s learning style model, and the usage of each component of the learning support system was examined. Students who used the video viewing system for a long time had a “sequential” style. Students who used the law texts learning system for a long time had “active” and “global” styles. Students who used the practice system for a long time had “active” and “sensing” styles. Next, we analyzed whether or not students used subsystems according to their own learning styles. The results showed that students who used the subsystem corresponding to their learning styles performed well, while those who used a subsystem different from their learning styles did not perform as well, even if they used the subsystem for a long time. Therefore, it was considered that students should be guided to use the subsystem according to their learning styles.
抄録全体を表示