Updated on 2022/01/25


KOGO, Chiharu
Faculty of Human Sciences, School of Human Sciences
Job title
Homepage URL

Concurrent Post

  • Faculty of Human Sciences   Graduate School of Human Sciences

Research Institute

  • 2021

    大学総合研究センター   兼任センター員


  • Ph. D

Research Experience

  • 2012.04

    Waseda University   Faculty of Human Sciences   Professor

  • 2007.04

    Waseda University   Faculty of Human Sciences

  • 2002.09

    Waseda University   School of Human Sciences

  • 1994

    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

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  • 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>

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  • 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.

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  • 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

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  • 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>

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  • 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

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    <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>

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  • 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

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  • 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

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  • 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]

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  • 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

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

    Nakamura Yasunori, Kogo Chiharu

    Computer & Education   39 ( 0 ) 92 - 97  2015

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    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."

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  • 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

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    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.

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  • 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

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  • 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

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    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.

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  • 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

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  • 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

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  • 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

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  • 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.

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  • 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

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  • 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.

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Specific Research

  • 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


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  • 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


     View Summary


  • 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


     View Summary


  • 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


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  • 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


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  • 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


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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


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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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Overseas Activities

  • 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


    タイ   タマサート大学



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