Updated on 2023/10/02

写真a

 
KOGO, Chiharu
 
Affiliation
Faculty of Human Sciences, School of Human Sciences
Job title
Professor
Degree
Ph. D ( 東京学芸大学 )
Homepage URL
http://note.com/kogolab
Profile
早稲田大学人間科学学術院の向後千春です。
eラーニングやインストラクショナルデザインの研究をしています。

Research Experience

  • 2012.04
    -
    Now

    Waseda University   Faculty of Human Sciences   Professor

  • 2007.04
    -
    2012.03

    Waseda University   Faculty of Human Sciences

  • 2002.09
    -
    2007.03

    Waseda University   School of Human Sciences

  • 1994
    -
    2001

    University of Toyama

  • 1989
    -
    　

    早稲田大学 情報科学研究教育センタ−   助手

Research Areas

  • Science education / Educational technology

Research Interests

  • タスクアナリシス

  • ユニバーサルデザイン

  • マルチメディア

  • ノートテイキング

  • 表情認知能力

  • 情動

  • 精神的作業負荷

  • 学習システム

  • ホームページ

  • e-learning

  • 授業評価

  • 実践と評価

  • 精神発達遅帯

  • Webベース教育

  • 学生評価

  • 教授学習行動

  • アイマ-クレコ-ダ

  • 言語性学習障害

  • ブレンディッド・ラーニング

  • コンテンツ

  • 電子掲示板

  • WEB型教材を付加した授業

  • オンディマンド型講義

  • ワークショップ

  • データベース

  • 高齢者

  • 事象関連電位

  • ガイドブック

  • 電子掲示版

  • 教授方略

  • Web型教材

  • 個別化教育システム

  • ネットワーク

  • 映像教材

  • 精神発達遅滞

  • メニューデザイン

  • 動機づけ

  • 大学院教育

  • 認知特性

  • 認知援助法開発

  • 質問紙

  • 文章刺激

  • CAI

  • 中学校

  • アンダーライニング

  • ユ-ザビリティ

  • 小学校

  • 言語性タイプ

  • 情報教育

  • 眼球運動

  • インターネット

  • 情報活用能力

  • デ-タベ-ス

  • インストラクショナルデザイン

  • グル-プウェア

  • e-ラーニング

  • 形成的評価

  • 高等教育

  • eラーニング

  • 遠隔教育

▼display all

 

Papers

  • 批判的思考育成のためにeラーニングを取り入れた実践のシステマティックレビュー

    名知 秀斗, 向後 千春

    日本教育工学会研究報告集   2023 ( 2 ) 154 - 161  2023.07

    　View Summary

    本研究の目的は，発表年や教科，対象，研究の概要を整理した上で，初等中等学校の批判的思考教育において，eラーニングがどのように取り入れられてきたのか，研究資料を提示することとした．年別に整理した結果，2019年以前と比較すると，2020年から2023年の文献数が多いことが明らかとなり，これは新型コロナウィルスの影響受けたことが要因と推察された．また，小学生を対象とした研究数が少なく，国語科の研究は見受けられないことが明らかとなった．さらに，初等中等学校の批判的思考教育で使用されるeラーニングは，「WebQuest」「Webサイト学習」「Web情報の評価」「インタラクティブなアプリ学習」「オンライン交流」「コンセプトマッピング学習」「電子漫画」「動画学習」の8つに分類されることが明らかとなった．

    DOI

  • The Relationship between Children's Listening Ability, its Influencing Factors, and the Children's Academic Ability in Science

    MIYAUCHI Takeshi, KOGO Chiharu

    Japan Journal of Educational Technology    2021

    　View Summary

    <p>This study aimed to clarify the relationship between children's listening ability, its influencing factors, and the children's academic ability in science. In the teaching matters of "listening" as indicated by the Explanation of Elementary School Course of Study (MEXT 2017), children's listening ability is defined as "listening and understanding what the speaker wants to convey and what they want to ask, and having their own impressions and thoughts based on what they heard." We examined whether children's listening ability and its influencing factors defined participants' academic ability in science using correlation and path analysis. The results showed that academic ability in science was determined by children's listening ability, kanji writing ability, and verbal working memory. The results suggest that designing lessons and curricula that focus on children's listening ability, kanji writing ability, and verbal working memory could improve their academic ability in science.</p>

    DOI CiNii

  • A Study on the Measure for Children's Listening Ability in the Classroom

    MIYAUCHI Takeshi, KOGO Chiharu

    The Science of Reading   62 ( 3 ) 196 - 207  2021

    　View Summary

    This study aimed to develop a measure of children's listening ability in the classroom and to examine its reliability and validity. In the Elementary School Course of Study Commentary (2008), children's listening ability in the classroom was defined as the ability to "listen" to instruction. The following factors were extracted from factor analyses: factor 1 "Advanced listening comprehension" and factor 2 "Basic listening comprehension," and these were developed into a scale consisting of a total of ten items, with five items under each factor. The validity was confirmed through the method of nomination and factor analysis for verification.

    DOI CiNii

  • The Classification of Adult Students by Self-Handicapping and Hardiness and the Relationship Between These Types and Grades/Study Time

    NAKAMURA Yasunori, KOGO Chiharu

    Japan Journal of Educational Technology    2021

    DOI CiNii

  • Development of the Self-handicapping Scale for Adult Students in Correspondence Courses

    NAKAMURA Yasunori, KOGO Chiharu

    Japan Journal of Educational Technology   42 ( 4 ) 355 - 367  2019

    　View Summary

    <p>This study aimed to develop a scale for measuring self-handicapping of adult students in the learning environments of correspondence courses, and then investigate the reliability and validity of that scale. Additionally, the study also used the scale developed to examine the controllability of self-handicapping used by adult students in correspondence courses. This produced the Self-handicapping Scale for Adult Students in Correspondence Courses, which is made up of 14 items based on the four factors, "Lack of time," "Aging," "Lack of skills," and "Poor physical condition." The scale was observed to have a consistent level of reliability and validity. Investigating the controllability of these four factors showed that adult students primarily perceived the self-handicapping behavior, "Lack of time," "Aging," "Lack of skills," and "Poor physical condition" to be uncontrollable. Furthermore, there were gender differences in two factors, "Aging" and "Lack of skills," in which female students were higher than male students.</p>

    DOI CiNii

  • The Influence of Recognition of Cooperative Work on Critical Thinking Disposition During Team-Based Learning Style Home Care Nursing Class

    KAWAKAMI Yuko, KOGO Chiharu

    Japan Journal of Educational Technology   43 ( 2 ) 139 - 149  2019

    　View Summary

    <p>In this study, we investigated the influence of recognition of cooperative work on critical thinking disposition when Team-Based Learning was used in a home care nursing class. A questionnaire survey was administered to 170 nursing students before and after the class. The results of the analysis revealed that 'usefulness of cooperation,' 'awareness for logical thinking,' 'inquiry-mind,' and 'objectiveness' improved after the class. Furthermore, students with higher 'individual orientation' before attending the class had greater gains of 'objectiveness' and 'evidence based judment'. However, Critical thinking disposition did not increase after taking the class among students who had higher 'usefulness of cooperation' before attending the class. Therefore, it is necessary to design the class in a manner that critical thinking disposition can be improved through group work even among students who have higher 'usefulness of cooperation' before attending the class.</p><p></p>

    DOI CiNii

  • 教室の学びを支える児童のきく力の規定要因

    宮内 健, 向後 千春

    日本教育心理学会総会発表論文集   60   659 - 659  2018

    DOI CiNii

  • The Development of On-The-Job Nurse Educators in Emergency Care Settings

    SAEKI Etsuhiko, NAKAMURA Yasunori, KOGO Chiharu

    Japan Journal of Educational Technology   41 ( 0 ) 49 - 52  2018

    DOI CiNii

  • Development of Teacher Training Program for Using School Library in the Class and Research on the Effects

    TOMINAGA Kayoko, NAKAMURA Yasunori, KOGO Chiharu

    Japan Journal of Educational Technology   42 ( 0 ) 77 - 80  2018  [Refereed]

    DOI CiNii

  • Active Learning Considered from the Viewpoint of Instructional Design

    KOGO Chiharu

      ( 17 ) 163 - 176  2017.03

    DOI CiNii

  • The Effects of Learners' e-Learning and Peer Assessment Characteristics on Motivation for Continuous Learning and Course Evaluation in Japan Massive Open Online Courses

    WATANABE Fumie, KOGO Chiharu

    Japan Journal of Educational Technology   41 ( 1 ) 41 - 51  2017

    　View Summary

    <p>This study aimed to obtain suggestions for reducing the dropout rate in massive open online courses. The effects of learners ' orientation toward e-learning and peer assessment on their motivation for continuous learning and their course evaluation of Japan massive open online courses were examined. Exploratory and confirmatory factor analyses identified three factors affecting peer assessment orientation of learners: reliability of peer assessment, perceived usefulness of peer assessment, and reluctance to participate in peer assessment. The structural equation model indicated that orientation toward e-learning had positive effects on perceived usefulness of peer assessment, motivation for continuous learning, and course evaluation. Additionally, reliability of peer assessment positively affected course evaluation. Perceived usefulness of peer assessment also had positive effects on reliability of peer assessment, motivation for continuous learning, and course evaluation. In addition, perceived usefulness of peer assessment had the maximum positive effects on motivation for continuous learning and course evaluation. On the basis of these results, this study suggests that learners' orientation toward e-learning and peer assessment contributes to the motivation for continuous learning and the course evaluation.</p>

    DOI CiNii

  • Causal Relationship among Questionnaire Variables Investigating Learners' e-Learning Orientation in Massive Online Courses

    WATANABE Fumie, KOGO Chiharu

    Japan Journal of Educational Technology   41 ( 1 ) 77 - 87  2017

    　View Summary

    <p>The purposes of this study are to develop a short form of the e-learning orientation scale, examine the scale's reliability and validity, investigate the changes in learners' e-learning orientation using the scale, and examine the causal relationship among the scale's question items. The participants were the learners of massive open online Vol. 41，No. 1（2017） 87 courses in Japan. Questionnaire surveys were conducted both before and after an e-learning course. The scale comprised five main variables: preference, concentration, monotony, flexibility, and isolation. The results indicated that the scale had a one-factor structure, sufficient reliability, and factorial validity. Learners were divided into two groups: learners with e-learning experience, and learners with no experience in e-learning. A two-way analysis of variance (ANOVA) was conducted to analyze the changes in the learners' e-learning orientation between the two groups. The results of a 2 (groups) × 2 (time) mixed-design ANOVA suggest that learners with no experience in e-learning can improve their e-learning orientation by completing an e-learning course. A cross-lagged effects model explained the causal relationship among the question items in the pre and post stages of the e-learning course. The results suggest that isolation is an important factor affecting the e-learning orientation of learners.</p>

    DOI CiNii

  • Designing Seminars by "Micro Format":Practices and Evaluation

    TAKI Midori, DOSAKA Sayaka, KOGO Chiharu

    Japan Journal of Educational Technology   40   25 - 28  2017

    DOI CiNii

  • Development of the Attitude Scale on Teaching, and its Relationship of Big-Five Personality Traits

    HAYASAKA Masako, KOGO Chiharu

    Japan Journal of Educational Technology    2017

    DOI CiNii

  • 教室の学びを支える児童のきく力尺度の作成

    宮内 健, 向後 千春

    日本教育心理学会総会発表論文集   59   304 - 304  2017

    DOI CiNii

  • Effects of quizzes inserted in video learning materials on students motivation

    SATO Mitsuaki, TSUKAMOTO Kentaro, KOGO Chiharu

    Japan Journal of Educational Technology   39   77 - 80  2016

    DOI CiNii

  • JE01 アドラー心理学に基づくクラス会議の実践とその効果(自主企画シンポジウム)

    向後 千春, 多喜 翠, 伊澤 幸代, 赤坂 真二, 堂坂 更夜香

    日本教育心理学会総会発表論文集   57 ( 0 ) 68 - 69  2015

    DOI CiNii

  • Effects of Visualization of Business Process Model in Multimedia Learning Materials on Motivation

    Nakamura Yasunori, Kogo Chiharu

    Computer & Education   39 ( 0 ) 92 - 97  2015

    　View Summary

    In this study, we developed a Business Process Model (BPM) display system targeting multimedia teaching materials; this system is capable of showing learning procedures and media distribution in a BPM. We designed the BPM display system so that it can show learning procedures in a BPM and distribute by learning step each of the following media all together; "text teaching materials," "video teaching materials," "standards for learning time," "examples of learning outcomes," and "Q&A BBS." We assessed the influence of the BPM display system upon learning motivation. The results showed that displaying multimedia learning materials in a BPM is effective. Furthermore, the results suggested that distributing multiple media together has an impact on the learning motivation factors "attention," "confidence," and "satisfaction."

    DOI CiNii

  • The Impact on Instruction Methods of the Communication Skills, Knowledge and Experience Needed to Lead On-The-Job Training:A Case Study of an Automaker's Equipment Maintenance Center

    KUMON Masato, NAKAMURA Yasunori, KOGO Chiharu

    Japan Journal of Educational Technology   41 ( 0 ) 1 - 4  2015

    DOI CiNii

  • A Study on Retrospection and Prospect of Adult Learners Who Graduated from an Online University

    SEKI Kazuko, TOMINAGA Atsuko, KOGO Chiharu

    Japan Journal of Educational Technology   38 ( 2 ) 101 - 112  2014

    　View Summary

    Based on the background of the social trends to support adults' learning at higher education institutions, this study clarified the motivations of adults who enrolled in an online university, continuous factors and hindrances to their studies, and transformations gained through learning. The results of interview surveys and an analysis with the modified grounded theory approach showed that the adult online learners had both internal and external motivations. In addition, learning at the university led to various transformations in their studies, acquaintances, and lives. The findings suggested that for adult learners in e-learning courses, relationships with communities of faculties, mentors, and other students are very important.

    DOI CiNii

  • The Relationship between Student Satisfaction and Changes after Graduation of an Online University

    TANAKA Rieko, KOGO Chiharu

    Japan Journal of Educational Technology   38   105 - 108  2014

    DOI CiNii

  • The Long-term Effect of the Scenario Type Video Learning Materials with Practice in First Aid(Paper on Educational Practice Research)

    SUGIURA Mayumi, KOGO Chiharu

    Japan Journal of Educational Technology   36 ( 4 ) 429 - 438  2013

    　View Summary

    X-ray and computed tomography are widely used for diagnoses and follow-ups of diseases. Contrast media can find the lesions, but it has also severe adverse effects. Nurses and radiological technologists are needed to have capability and skills to deal with the emergency. In this study, we examined the effectiveness of the courses with Goal-Based Scenario (GBS) on emergent situations after using contrast media. After nurses and radiological technologists participated in the GBS or lecture course, nurses with any learning styles in the GBS condition showed significantly higher test performances both immediately and after six months than in the ordinary lecture condition, although no significance was shown in radiological technologists between the conditions.

    DOI CiNii

  • The Effect of Role-play Lessons with Scenario-writing on Students' Critical Thinking

    YAMAMOTO Yuko, KOGO Chiharu

    Japan Journal of Educational Technology   37   33 - 36  2013

    DOI CiNii

  • The Change of the Confidence of Adult Students after Taking e-Learning Course on Study Skills

    ISHIKAWA Naoko, KOGO Chiharu, TOMINAGA Atsuko

    Japan Journal of Educational Technology   37   21 - 24  2013

    DOI CiNii

  • The Effect of Presentation Methods of Learning Materials in Tablet Device on Learning Performance

    WATANABE Fumie, KOGO Chiharu

    Japan Journal of Educational Technology   36   109 - 112  2012

    DOI CiNii

  • PG-067 教育心理学におけるアドラー心理学の適用に関する考察(学校心理学,ポスター発表)

    向後 千春

    日本教育心理学会総会発表論文集   54   759 - 759  2012

    DOI CiNii

  • Successful Implementation of University Blended Learning(<Special Issue>Improvement of Higher Education and Faculty Development)

    KOGO Chiharu, TOMINAGA Atsuko, ISHIKAWA Naoko

    Japan Journal of Educational Technology   36 ( 3 ) 281 - 290  2012

    　View Summary

    We designed and implemented over 3 years a blended course comprising alternate weeks of e-learning and classroom-based group work. The first year comprised e-learning derived from a correspondence course, after which original material was developed specifically for the blended course. Comparison of test scores between the traditional face-to-face lectures predating the blended course and the first, second and third years of the blended course revealed a significantly lower ratio of high scores and significantly more mid-range scores in the first year of the blended course compared to other years. However, from the second year onward, results did not significantly differ from the face-to-face lectures. Furthermore, significantly more students in the second and third years preferred the blended course compared to students in the first year of the course. These findings suggest that classes designed for blended learning can achieve the same learning outcome as face-to-face classes and are acceptable to students. Conversely, significantly more students failed the blended course compared to the face-to-face classes, indicating student unfamiliarity with blended learning.

    DOI CiNii

  • Delivery of Study Skills Content in College E-Learning Course : A Case Study

    KOGO Chiharu, ISHIKAWA Naoko

    Japan Journal of Educational Technology   35   13 - 16  2011

    DOI CiNii

  • Relationship between Achievement and Preference of Class Forms in Blended Learning Course

    TOMINAGA Atsuko, KOGO Chiharu

    Japan Journal of Educational Technology   34   37 - 40  2010

    DOI CiNii

  • Effects of Using Student Review Sheet on e-Learning Course Evaluation

    IZUHARA Kumiko, KOGO Chiharu

    Japan Journal of Educational Technology   33   53 - 56  2009

    DOI CiNii

  • PE043 BBSにおける小グループ3ステップ討論の評価(ポスター発表E,研究発表)

    向後 千春, 浅田 匡, 野嶋 栄一郎

    日本教育心理学会総会発表論文集   46   516 - 516  2004

    DOI CiNii

  • Basic Language Arts (Gengo Hyogen) as Fundamental Literacy Education for College Students

    Kogo Chiharu

    Computer & Education   9   48 - 53  2000

    　View Summary

    This paper describes basic language arts (Gengo Hyogen), one of the freshman courses in Toyama University. Its background and present situation are described and the problems are pointed out. It is insufficient for literacy education for freshmen that basic language arts and information literacy (Joho Shori) are independent courses and the students must take at least one of them. To solve the problem, it is proposed that basic language arts and information literacy should be integrated as a literacy education in information age, and that short modular courses should be held for students to take as an a la carte way.

    DOI CiNii

  • An Application of Personalized System of Instruction (PSI) to University Courses

    Kogo Chiharu

    Computer & Education   7   117 - 122  1999

    　View Summary

    This paper describes the application of Personalized System of Instruction (PSI) to university courses of statistics and computer literacy. These courses are characterized by (1) use of web-based learning materials, (2) proctors who assist the learners when needed, and (3) self-paced mastery learning. The conditions of applying PSI are listed and discussed.

    DOI CiNii

  • Development and Evaluation of Personal Progress Database for PSI Courses

    YAMASAKI Kazunori, KOGO Chiharu

    Japan Journal of Educational Technology   23   95 - 98  1999

    DOI CiNii

  • Notetaking Behavior in the Courses using CD-ROM Learning Material

    KOGO Chiharu

    Japnese Journal of Educational Media Research   6 ( 1 ) 47 - 51  1999

    　View Summary

    This sstudy investigates the notetaking behavior of university students using self-paced CD-ROM learning materials in statistics and computer literacy courses. At the end of these courses, questionnaires were administered. Analyses showed that 63.6% of the statistics course students and 28.9% of the computer literacy course students took notes, although not specifically asked to do so. On the basis of this, this paper proposes a variety of suggestions which should be incorporated into the design of electronic larning materials in order to promote notetaking habits.

    DOI CiNii

  • The Effects of Comic-based Presentation of Instructional Materials on Comprehension and Retention

    KOGO Tomoko, KOGO Chiharu

    Japan Journal of Educational Technology   22 ( 2 ) 87 - 94  1998

    　View Summary

    This paper examined the effects of instructional materials presented in either comic or text form on immediate and delayed comprehension test performance. In the experiment, instructional materials were presented to 97 university students either in comic or text form (Factor 1), and either with an accompanying story line (context) in comic form or without it (Factor 2). Results of tests which required three different levels of comprehension (shallow to deep), made it clear that presentation in comic form enhanced the retention of the contents at the shallow level. In addition, the presentation of an accompanying story line in comic form enhanced the memory needed for answering deep-level questions. Responses to a questionnaire suggested that the subjects were more interested in the contents when presented in comic form with an accompanying story line.

    DOI CiNii

  • An Analysis of Illustration Captions in Elementary and Junior High School Textbooks in Japan

    KOGO Tomoko, KOGO Chiharu

    Japan Journal of Educational Technology   21   25 - 28  1997

    DOI CiNii

  • Analysis of Eye Movement during the Viewing of Subtitled Movies

    KOGO Chiharu, KISHI Manabu

    Japan Journal of Educational Technology   20 ( 3 ) 161 - 166  1996

    　View Summary

    The purpose of this paper was to analyze eye movements of Japanese subjects viewing subtitled American movies. Condensed versions of four scenes totaling five minutes from two subtitled movies, "JFK" and "Malcom X", were presented to subjects who wore eye tracking instruments. Recorded eye movements were classified into four processes : (1) jump to the subtitled area, (2) jump to the head of the subtitle, (3) reading of the text and (4) jump to the head of the second line (for two-lined subtitles). Analysis of the movements during presentation of four kinds of subtitles (six characters in one line, 13 characters in one line, 13 characters in two lines, and 20 characters in two lines) determined that reading rate was lowered by two factors ; the number of lines and the number of characters. Results attest to importance in the design of simultaneous presentations of text and moving pictures.

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Misc

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Syllabus

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Overseas Activities

  • 社会情動的スキルをトレーニングするためのプログラムの開発と実証研究

    2022.03
    -
    2023.03

    ハンガリー   国際交流基金ブダペスト日本文化センター

  • eラーニングを活用した生涯学習社会の設計と大学の役割

    2011.04
    -
    2012.03

    タイ   タマサート大学

Sub-affiliation

  • Faculty of Human Sciences   Graduate School of Human Sciences

Internal Special Research Projects

  • アドラー心理学の共同体感覚を親子・学生・社会人に育成するためのプログラムの開発

    2016  

    　View Summary

    アドラー心理学では、幸福な人生を送るためには、中心概念である共同体感覚を育成することが重要な課題とされている。共同体感覚とは「自己受容」「所属」「信頼」「貢献」の感覚から成り立っており、自分だけへの関心だけではなく他者への関心を持つことである。人が直面する人生の課題(ライフタスク)は「仕事」「交友」「愛」の3つの領域に現れ、そこで他者と協力的な関係を築くことが幸福な人生を導くことにつながる。本研究では、仕事・交友・パートナー・家族における共同体感覚の4つの感覚が主観的幸福感にどのような影響を及ぼしているかを検証した。

  • ２１世紀型ジェネリックスキルと非認知的能力を育成するためのコースの開発と検証

    2016  

    　View Summary

    問題を解く活動に議論を加えたピア・インストラクションと生徒が問題を作成する作問学習を高等学校の授業で実施した。本研究では、ピア・インストラクションを取り入れた授業がテスト成績に及ぼす影響を作問学習と比較することと提示する問題の種類の違いがピア・インストラクションの学習効果に与える影響を検証することを目的とした。その結果、ピア・インストラクションは、作問学習と同様に知識の再生を促す有効な学習であることが示唆された。

  • ２１世紀型ジェネリックスキルを現場につなげるためのコースの開発と実践

    2015  

    　View Summary

    　グループ活動における作問学習、グループディスカッション、ポスタープレゼンの3種類の学習を高等学校で実施した。グループ活動の内容の違いがグループ学習の学習成績に及ぼす影響について、テストにより検討した。その結果、科目や学習内容の異なる授業における作問学習とポスタープレゼンの完成式のポストテスト正解率は、グループディスカッションより有意に高くなった。作問学習とポスタープレゼンは、知識の再生を促す学習として有効であることが示唆された。このことは、学校において生徒にジェネリックスキルを身につけさせるための授業方法について示唆を与えるものである。

  • アドラー心理学の共同体感覚を親子・学生・社会人に育成するためのプログラムの開発

    2015  

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    　アドラー心理学のキー概念である「劣等感」は、自己受容や自己効力感といった心理学的概念を経て「自己調整力」という能力に行き着いた。「ライフスタイル」は、パーソナリティ理論の構築、とりわけ「BigFive性格特性」といった研究成果を経て「対人関係力」という能力に行き着いた。そして、「共同体感覚」は、向社会性や向社会的行動といった概念を経て「品格教育」あるいは「市民性教育」の必要性に行き着いた。本研究では、これらの流れを実証的データと現場での実践によって裏付けることを試みた。その結果、いくつかの成果を得ることができた。

  • デジタルペーパーの利用がゼミの効率化と活性化に及ぼす効果

    2014  

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    ソニー製デジタルペーパーDPT-S1を使用することで、広く流通しているA4判の書類をPDFファイルとして閲覧することができ、同時に専用ペンを使ってそのPDFファイルに手書きで書き込むことができる。またwifiとファイルサーバを介して、加工したPDFファイルをユーザ間でやり取りすることができる。本研究はこのデバイスを大学院でのゼミで実際に使用することで、どのような効果が得られるかを検討した。１年間に渡り、実際のゼミでデジタルペーパーを使用した結果、紙と変わらない使用感、書き込み後のファイルをやり取りできることの利便性が確認された。

  • 早稲田大学eラーニングメンタ育成プログラムの実現可能性研究

    2013  

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    　ｅラーニング学習者を支援するメンタはｅラーニング実施に欠かせない人材である．松田・原田（2007）は，メンタの支援活動として，学習内容に関する支援，感情面に対する個別支援，ディスカッションの進行支援，の３つを挙げている．学習内容に関する支援には，学習内容や教員の指示についての説明，学習成果のフィードバック，進捗管理，学習方法の改善の支援などが含まれる．感情面に対する個別支援には，学習者がｅラーニングを継続するための助言や激励などがある（p.27）．そして，これらの支援を行うためのポイントとして，フィードバックの内容，学習者が理解しやすい表現力，学習者の状況把握を挙げている（pp.73-74）．　ｅラーニングメンタ資質が，オンデマンド講義や課題など複数の授業要素の学習達成感や，理解度，満足度にどのような影響を及ぼしたかについて質問紙調査を用いて分析した．授業の受講生260人を対象に，メンタ資質重視度，メンタ資質達成度，授業要素に対する達成感，授業内容に対する理解度および満足度に関する調査を行った．回答期間は１週間とし，大学のLMSのアンケート機能を用いて実施した．　その結果，以下のことが明らかになった．　・メンタ資質重視度の中で，「学習者への指導」は学習達成感に正の影響を与え，「学習者への対応」は負の影響を与えた．このことから，学習に関する実質的指導は学習を助けるが，過剰な支援は学習を阻害すると考えられる．　・メンタ資質は理解度および満足度へは影響せず，学習達成感が理解度および満足度へ影響した．学習者が授業要素を達成することにより，理解度および満足度が向上すると考えられる．　・メンタ資質の４つの因子の中で学習に最も影響を与えるのは「学習者への指導」である．したがって，ｅラーニングにおける学習を支援し，学習者の理解度・満足度を向上させるには，メンタの指導スキルに関する研修やトレーニングが必要である．　参考文献　松田岳士，原田満里子（2007）eラーニングのためのメンタリング―学習者支援の実践―．東京電機大学出版局，東京

  • 最先端の研究を大学・大学院教育に直結するための教育システムのプロトタイプ開発

    2004  

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    　本研究の目的は、最先端の研究内容を、大学の学部教育および大学院教育に直結するための、ハード・ソフトを込みにした教育システムを開発し、大学教育・大学院教育についての新しい展望を開くことである。大学教育は、さまざまな点で改革を続けている。ひとつは、リメディアル教育に見られるような基礎学力の底上げと補償、もうひとつは、インターンシップに見られるような実社会との連携である。しかし、この２つだけではどうしても足りない。それは、先端的研究と学生を結びつけることである。そのことによって、学生は学問領域全体の展望を獲得し、それが基礎的な学習への動機づけになる。一方、教員にとっては研究者としての社会的責務、つまり先端的研究の社会へのフィードバックという仕事を果たしていることになる。　本研究では、最先端の研究現場をどのようにして教育のための素材（リソース）にすることができるかについて試行した。最先端の研究現場とは、その研究者がフィールドとしているところであり、実験室であり、サーベイをしているところである。また、研究が論文になっていない段階で行われる公式・非公式の研究会であり、同じ領域の研究者仲間との議論であり、学会のワークショップやシンポジウムである。そうした研究現場にカメラマンと記録係、そしてその研究者自身が入り込み、インタビューや今やっていることの自分自身の解説、研究現場そのものの記録をドキュメント化していく。そのようにして教育のためのリソースをできるだけ生の形で収集・蓄積していく。研究代表者（向後）は、自分自身の研究活動を材料として、カメラマン・記録係とともに素材を集める役割を担った。今後は、教材のリソースとしての最終形をにらみながら、素材収集のための方法論について考え、教材を作成していく予定である。

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