Updated on 2024/07/15

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 )
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

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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

  • 児童の「きく」力と学力の関連及びその説明要因

    宮内 健, 向後 千春

    日本教育工学会研究報告集   2022 ( 2 ) 136 - 143  2022.06

     View Summary

    児童の「きく」力と教科の学力との関連について検討した.首都圏公立A小学校第4学年児童125人を対象とした.児童の「きく」力の指標を「話す・聞く」テストと児童の「きく」力尺度(質問紙)の聴解基礎力の2つとした.どちらの指標においても児童の「きく」力は教科の学力と正の有意な相関があることが示された.

    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

  • 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>

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  • 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

  • Development of Training Course for Preceptor Supporting a Novice Nurse and Its Measurement of Effectiveness

    MAYUMI SUGIURA, CHIHARU KOGO

    Japan Society for Educational Technology   40 ( 4 ) 337 - 347  2016  [Refereed]

     View Summary

    In this study, we developed teaching material to<br />
    improve the competence of the preceptor in providing<br />
    support for a novice nurse. We also developed a training course that combined video, reflection, lecture, and role-playing. To do these we considered the results of an investigation into the qualities required for preceptors to support a novice nurse; these comprised 25 items listed under four factors, namely “total support,” “leadership,” “lending support in performing duties,” and having a good “attitude toward the novice nurse.” Furthermore, we found that a novice nurse requires support in three areas, namely “behavior,” “feelings,” and “attitude” of the preceptor. After undergoing the training course, we noticed a change in the confidence levels of the preceptor. The group that had low self-confidence before the training significantly gained in confidence. Through the training course that combined reflection, video, and role-playing, it was possible to conceptualize the preceptor’s role.

    DOI

  • 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."

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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

     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

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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

    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

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

    IZUHARA Kumiko, KOGO Chiharu

    Japan Journal of Educational Technology   33   53 - 56  2009

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  • 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.

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  • 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.

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  • 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

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  • 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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Research Projects

  • 学習階層分析によるライティングチュートリアルプログラムの開発

    日本学術振興会  科学研究費助成事業

    Project Year :

    2020.04
    -
    2024.03
     

    冨永 敦子, 向後 千春, 岡村 浩昭, 伊藤 恵

     View Summary

    本研究は4カ年を計画しており、1年目である2020年度は、1)プロトタイプとして語彙に関する学習階層図を作成した、2)学習階層図の最下位層の「単語の意味を説明できる」の問題(以下、意味問題)を作成した、3)大学生に解答してもらい、S-P表により妥当性を検証した。
    2021年度は研究期間の2年目として、1)語彙に関する学習階層図内の「文脈にあった適切な単語を選択できる」の問題(以下、文脈問題)を作成した、2)2020年度の調査と同じ大学生に回答してもらい、解答データをS-P表により分析し、妥当性を検証した、3)文脈問題と、2020年度実施した意味問題の成績を比較した。
    1)文脈問題の作成:「文脈にあった適切な単語を選択できる」というスキルを評価するために、選択式のテスト問題40問を作成した。問題として提示する文章は、情報通信白書、日本語辞書、類語辞典から選択した。
    2)作成した問題の妥当性の検証:インターネット調査会社を利用し、大学生を対象にテストを行った。2020年度に単語問題に回答した大学生182名に解答を依頼したところ、134名の解答があった。そのうち、途中放棄の6名を除外した128名(男性60名、女性68名)を分析対象とした。解答データをSP表により分析した結果、標準学力テストなどに多く見受けられる解答パターンであることが示された。40問中、良好が35問、準良好1問、要検討が3問、不良が1問であった。
    3) 文脈問題と意味問題との比較:SP表で不良と判定された問題(意味問題4問、文脈問題1問、計5問)を除外し、残りの問題の正解率を比較した。意味問題の正解率の平均は44.51%(SD=0.21)、文脈問題は58.45%(SD=0.26)であった。対応ありのt検定の結果,5%水準で有意であった(t(126)=7.87, p=.00)。両問題の正解率の相関係数は0.65であった。

  • Development and Validation of Training Programs for Social and Emotional Skills

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research

    Project Year :

    2020.04
    -
    2023.03
     

  • The ecological approach to the integrated instructional model

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research

    Project Year :

    2017.04
    -
    2020.03
     

    Kogo Chiharu

     View Summary

    In order to obtain the principles of teaching design for scale and media, we conducted an empirical study in the form of online and face-to-face learning with working students and young students as the targets. We were able to advance research on motivations for taking college extension courses, research on self-regulated learning strategies for online learning, and the development of a self-handicapping scale for working students studying in online courses. In parallel with this, we were able to advance research on the practice of the report resubmission method, the development of an attitude scale for group work, and the principle of group division in group work.

  • Study on MOOC management and learner assessment procedures for developing human resources in educational technology

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research

    Project Year :

    2017.04
    -
    2020.03
     

    Nakayama Minoru

     View Summary

    In order to develop an online learning environment which supports learning educational technology through a MOOC style system, organizing procedures such as course development, management, evaluation and certification methodologies were studied. In regards to a developed curriculum, trials of six courses were delivered to examine a proper usage. The organizing procedures were examined using educational practices in other systems. In particular, effectiveness of participant’s learning and evaluation techniques were assessed such as note taking, reflection, group work, online discussion, and peer assessment. Some behavioral measurements were introduced to observe learning activity in the learning settings, participant’s emotional responses were evaluated using eye movement, pupil reaction, EEG and subjective responses.
    As synthesizing outcomes of the studies, managing and supporting methodologies were summarized for distanced distributed learnings.

  • Development of a mentor training program that reflects the needs of e-learners

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research

    Project Year :

    2014.04
    -
    2019.03
     

    Tominaga Atsuko

     View Summary

    As human resources, mentors are essential to e-learning. Not only do they relieve the e-learners’ feelings of loneliness, but by individually advising each learner, they also play a role in promoting steady learning. This study first develops an “e-mentor attributes scale” for elucidating the skills, capabilities, and attitudes that e-learners look for in mentors. Next, it develops and implements a prototype course for an e-learning mentor fostering program, based on the survey results from the e-mentor attributes. Further, it uses this knowledge to develop and implement a development workshop for teaching assistants (TA), who are also learning facilitators like mentors.

  • Development of a Curriculum and Human Resources for promoting globalization of Educational Technology

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research

    Project Year :

    2015.04
    -
    2017.03
     

    Nakayama Minoru

     View Summary

    Current open education resources and online learning environment require appropriate human resources such as designers and management staffs in Educational Technology area though the curriculum standard has not established yet. To extract common learning contents for the purpose, the interaction between course syllabi of some curricula are examined using a combination of lexical analysis and cluster analysis. As a result, some fundamental information and features for a possible curriculum in both educational technology and learning technology has been gathered.
    A possible curriculum including courses and their key words for desired three types of human resources in educational technology was created in accordance with the results of analysis. Also, a prototype of course material was developed.

  • Improvements of the Circulating Education Systems and Sophistication of the educational practices using Social Media

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research

    Project Year :

    2012.04
    -
    2015.03
     

    NOJIMA Eiichiro, KOGO Chiharu, GYOBU Ikuko, UEMURA Tomohiro, KANAMORI Norihiro, YAMAMOTO Yuko, TSURUTA Toshiro, MORI Kazuyuki, ISHIHARA Eriko

     View Summary

    This study was conducted on the Tateyama City Hojo Elementary School with the school system to implement "the ability of children to exhibit on their real life." We analyze the meetings (ex. each grade meetings), we show it is not only to improve the quality of the children of the class, but also to train teachers as "professional learning community." We also developed a lesson study system that uses a social media, perform verification tests and show the potential to be freed from the constraints of time and distance on the system of Hojo Elementary School. We carry out the analysis that Hojo Elementary School has curriculum to foster active children at the same time.

  • Research and practice of e-learning system for lifelong education on the basis of andragogy

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research

    Project Year :

    2010.04
    -
    2015.03
     

    KOGO Chiharu

     View Summary

    This research project focused on the factors to sustain learning motivation of the adult students of the online university. The research revealed that learning by videos, skills for time management, and supports from students' family effect positively, and psychological and physical loneliness affects negatively. Also it revealed that students having many friends in online courses communicate better with teachers and learning mentors.

  • ライブ映像はEスクールにおいてなぜ有効か?

    日本学術振興会  科学研究費助成事業

    Project Year :

    2008
    -
    2010
     

    野嶋 栄一郎, 向後 千春, 岸 俊行, 浅田 匡

     View Summary

    早稲田大学eスクールのコンテンツは、その多くが大学の授業のライブ映像を用いている。この間、eスクールは8年目に入っているが、常に200名を前後する学生を安定的に受け入れている。このような状況を考えるとき、何故にライブ映像がeスクールの学生に迎えられているのか検討する必要と価値を感ずる。
    この研究は、ライブ映像の場面に表出される人間としての教師でしか表現しえない表現力、情報量の問題が焦点化される。この問題は、前川ら(1988)のパラ言語の問題として既に部分的に明らかになっていた。
    パラ言語とは、音声言語には属するが言語情報とは異なり、言語情報以外に韻律的表現をされている従来ならば言語情報として分類されることのない情報であり、その韻律的に表現された情報が言語と同等にみなされうるものとして注目を集めた言語である。パラ言語情報は、発話において言語情報を変容したり補助したりすることによって、話者の意図や態度、発話スタイルを伝達するものとされている。パラ言語情報は、イントネーションの変化、抑揚、パワーの強弱によって表現される韻律情報であるが、文字言語に転写すると判断不能になる。
    授業中における教師の言語行動の中に、どのようなパラ言語が含まれ、そしてそれが受講者たちからどの程度共通の意味理解をされたかを明らかにすることに努めた。本実験においては、連続的な音声言語の流れの中で表現されるパラ言語情報のカテゴリをあらかじめ被験者に与えた際に、どの程度そのカテゴリ,を使って各パラ言語を識別できるか実験した。「注目」、「確認」、「反語」、「強制」などの意を汲むパラ言語は、ほぼ70%以上の一致度をもっていることが明らかになった。このような学習行動を強化する機能をもったパラ言語は、明らかにeラーニングの学習を豊かにするものと考えられる。

  • An Integrated Study on E-Learning that enables Participatory and Collaborative Workshop

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research

    Project Year :

    2006
    -
    2009
     

    KOGO Chiharu, TSUTSUI Yoichi, SUZUKI Katsuaki, NAKAMURA Mitsutomo, TSUJI Yoshihito

     View Summary

    This study aims to enable e-learning to integrate participatory and collaborative workshop. Blended online courses including e-learning and face-to-face workshop were designed and performed, then students evaluated those courses. The high appraisal to the blended courses indicates that face-to-face courses can be replaced by blended e-learning courses with students' high satisfaction.

  • リアリティのある高等教育のためのシナリオベースeラーニングコンテンツの試作

    日本学術振興会  科学研究費助成事業

    Project Year :

    2005
    -
    2007
     

    向後 千春, 野嶋 栄一郎, 中村 光伴

     View Summary

    本研究の目的は、大学院で扱うような、リアルで複雑な問題解決を事例的に扱ってゆく教育をeラーニング上でどのように実現することができるかを、コンテンツをプロトタイプ開発することによって明らかにすることであった。
    3年間の研究によって、eラーニングを実際に行っているケースを対象として予備的な調査を行い、どのような点がうまくいっているか、あるいはどのような点が不十分であるかを明らかにした。その結果、リアリティのあるeラーニングのためには、以下の3点:
    (1)シナリオやケースが十分に練られ、迫真性があること
    (2)シナリオの背景となるデータやビデオのリソースが豊富なこと
    (3)メンター/コーチが適切なサポートをすることが重要であることが明らかになった。
    その中から、次の2点について重点的に研究を進めた結果、かなりのデータを得ることができた。
    (1)卒業研究が具体的にどのように進められ、途中でどのような成果を出していくかについてのビデオデータを蓄積した
    (2)シナリオベースeラーニングを成功させるための、メンタリング/コーチングの具体的なスキルを明らかにするべく観察をした
    特に、本研究が目的としたような、迫真性のある大学教育のためには、教材とともにメンター/コーチが学習者の活動をいかに促進するかが重要であることが明らかになった。今後は、これを実証レベルで明らかにするためにさらに研究を進めていきたい。

  • An empirical research to examine the effects that the active learning behavior that appeared during the lesson was caused for the study promotion

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research

    Project Year :

    2004
    -
    2007
     

    NOJIMA Eiichiro, ASADA Tadashi, SAITO Miho, KOGO Chiharu, UOSAKI Yuko, KISHI Toshiyuki

     View Summary

    This research was done to examine effects that the active learning behavior that appeared during the lesson was caused for the study promotion.
    This research was focus on 1) Raising hand behavior in the classroom, 2) Note-taking , 3) Underlining to the texts, 4) The research of the modality of the use of e-learning in the lecture type class that uses e-learning together has been brought together.
    Those results were as follows.
    1) This study was tried to investigate mechanism of the behavior of the raising hand through the observation of an actual classroom class scene. The result was shown that raising hand behavior was provided for by a class environmental factor of the class acknowledgment of not only child individuals' belief but also the child.
    2) This study investigated the relation to the test score with the Note-taking in the lecture after the fact. Information on the lecture was classified by the key sentence, the item of note-taking and the amount were examined, and the relation to the score of the test that had been imposed two weeks teaching later was analyzed. As a result, high correlations were shown the amount of note-taking and the test score.
    3) This study investigated the effectiveness of underling while reading on readers' understanding of textual information. The result showed that the promoting improved the subjects' recall of the underlined information regardless of the texts' defficults or the length of reading time.
    4) This study investigated the learner's learning process in lecture class of university together with e-learning. The result showed that a learner may access e-learning when he/she doesn't know that he/she can understand content of lecture, and when he/she perceive necessity of re-taking the lecture. This result suggests that learners can use it when they perceive necessity of re-taking the lecture after they know that they don't understand content of lecture.

  • e-learning機能を付加した高次講義型授業方式の実践と評価

    日本学術振興会  科学研究費助成事業

    Project Year :

    2004
    -
    2006
     

    野嶋 栄一郎, 西村 昭治, 向後 千春, 浅田 匡

     View Summary

    本年度は最終年度にあたり、最も大規模な実践研究を行った。教育実践の概要は以下のとおりである。2006年度後期(2006年10月〜2007年1月)早稲田大学人間科学部(通学制)で実施された講義「教育測定評価論」を対象とした。学生数約140人。eラーニング教材として同授業をライブ録画し、編集を施した教材が併行利用された。eラーニング教材は、講義動画,パワーポイント資料,およびBBSによる質疑応答機能から構成されていた。学習者には授業開始と同時に、eラーニング教材が提供され、それの利用方法について入念な説明と予備的試行が行われた。以後、授業内容からみた3つの主要テーマに関連したレポートの提出が求められた。
    この研究の眼目は、eラーニング教材の利用の状況と学習者のレポートの評価の関連性を分析することにある。全ての学習者のeラーニング教材の学習履歴と評価の関連性が分析された。結果の概要を述べる。(1)評価の得点に応じて、上位群,中位群,下位群の3群に分けた場合、中位群,下位群の学生において、eラーニング教材の利用を重ねた場合、高い得点上昇率が見られた。(2)これに比べ、上位群においてはeラーニング教材の利用と評価の得点との関連の有意性は見出されなかった。しかし、このグループのeラーニング教材の利用傾向を見ると、個人差が大きく、eラーニング教材の利用ストラテジーを詳細に調べる必要性指摘できる。この件に関しては、中位群,下位群においてもその必要性を感じる。拘束性の少ない自由な学習環境において、学習者がどのような学習行動を自発的にとるかの研究が必要である。

  • ポートフォリオ評価を活用したオンディマンド型講義における学生評価法の開発

    日本学術振興会  科学研究費助成事業

    Project Year :

    2004
    -
    2006
     

    浅田 匡, 野嶋 栄一郎, 向後 千春, 魚崎 祐子

     View Summary

    ポートフォリオの1つとしてビジュアル型レポートを考案したが、レポート作成の学生への負荷が予想以上に高く、仕事と学習とのバランスに多大な影響を与えることが想定された。生涯学習としての高等教育という観点から、さらに学習行動の分析が必要であると思われた。そこで、訓練型のe-learningではなく、学校型e-learningシステムとして、早稲田大学e-schoolの実践の中で、学生の学習履歴(ポートフォリオ)の活用による評価を試みた。また、学校生活の要素であるホームルームのログの再分析を行なった。すなわち、学習面と学生生活面との両面から、e-learningによる学習評価を行なった。
    学習面では、BBS上のグループ討論の活発性に関して、活発、非活発の2グループとそれらの中間に位置するグループ間の比較をテキストデータマイニングを用いて明らかにした。その結果、話し合いを活性化するのは具体的な数字などデータを含む投稿であり、一方話し合いを抑制するのは、抽象度が高く投稿者のはっきりした価値観が表現されている発言であることが示された。
    学生生活面では、ホームルームBBSのカテゴリー分析を行なった結果、学習者同士のコミュニティの形成にホームルーム(HR)が役立っていることが示された。HRは、学習者の社会心理的なサポートと学習活動スキルや学習に関する情報の共有といった学業的支援の両面を持っていると考えられた。しかし、ROM(read only member)がクラスの60%存在し、受動的参加にとどまっていると推察された。
    いずれにおいてもBBSに書き込むという能動性をどのように引き出すか、それを支援するためにBBSのログを中心としたポートフォリオの活用が学校型e-learningにおいては学習マネジメントとしてだけではなく、学習評価法としてどのように位置づけるかが課題であると考えられた。

  • Development of new prototypes and models of higher education utilizing broadband networks.

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research

    Project Year :

    2003
    -
    2006
     

    KOGO Chiharu, ASADA Tadashi, KIKUCHI Hideaki, NISHIMURA Shoji, NOJIMA Eiichiro, SUZUKI Katsuaki

     View Summary

    To get substantive outcomes of e-learning courses, it is necessary for e-learning system including learning management systems to facilitate learners learning. Also it is necessary for teachers, coaches, and supporting staffs to work respectively. Teachers have three types of work: design, management and evaluation of the courses. Designing the detailed course structure is the new and important part of work for the teachers. And then online coaches appear to have a greater part of work to support the teacher and to facilitate classroom activities. Coaches have three types of work: facilitating the classroom activities, making classroom atmosphere and standards, facilitating the discussion processes. Many kind of learning management systems are now available free or commercially. The minimum functions are video streaming, bulletin board system, and testing, but these functions should be carefully designed and become more usable to get more substantive learning outcomes. Talking about the future learning environments, learner will be able to access directly his/her own working spaces by opening web brouser.

  • Research on Personalized System of Instruction - Its Application in Distance Learning Via Network

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research

    Project Year :

    2000
    -
    2001
     

    KOGO Chiharu, YAMANISHI Jun-ichi, SUZUKI Katsuaki

     View Summary

    Personalized System of Instruction (PSI) was applied in information literacy and statistics courses in universities. PSI featured (1) use of web-based learning materials, (2) proctors who assist learners, (3) self-paced progress, and (4) mastery leaning by checking tests. PSI courses received higher evaluation on learners' satisfaction and on learning outcomes compared with the courses in conventional ways. The next steps of PSI are to delivery learning materials via network and to apply PSI in distance learning, especially to replace human proctors to virtual proctors in network system. In order to realize the next PSI, this study discuss on the interactivity of the learning system and its effect on the motivation of the learner.

  • Development of Instructional Evaluation Sheet and Revision Strategy Guidebook based on ARCS Motivational Model

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research

    Project Year :

    2000
    -
    2001
     

    SUZUKI Katsuaki, ICHIKAWA Hisashi, KOGO Chiharu, SHIMIZU Katsuhiko

     View Summary

    In this study, tools were developed to evaluate and find motivational problems of instruction, and to facilitate revision processes. Based on the ARCS motivational model, proposed by John M.Keller, an evaluation sheet was designed that has four question items for each of the ARCS four categories : Attention, Relevance, Confidence, and Satisfaction. Students of several universities participated in trial studies of evaluating university lectures that they took. Factor analyses were conducted and reliability and validity were confirmed, in order to finalize the ARCS motivation evaluation sheet. A Web-based ARCS motivation evaluation sheet was then developed to conduct evaluation by students and to analyze the data statistically. Usability and practicality were checked and revisions were made. On the other hand, motivational strategies that had been proposed in various areas of educational settings were collected and classified in a form of an ARCS revision strategy guidebook. A Web-based ARCS motivational revision guidebook was then developed, by combining the Web-based ARCS evaluation sheet and the collection of ARCS revision strategies. The system was deigned so that candidate strategies were proposed in those areas that had weak reactions by students in the questionnaire. Usability and practicality were tested and revisions were made. All the above outcomes of this-study were made public through the Head investigator's Web site.

  • Research for barrier free oriented Web Design for the Aged

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research

    Project Year :

    1999
    -
    2000
     

    YAMANISHI Jun-ichi, KURODA Takashi, KOGO Chiharu

     View Summary

    Two experiments for barrier free oriented Web design for the Aged were designed. First was contrast sensitivity and color coordinate. For the Aged, it was shown that the most effective color design is positive (dark text on the light backgrounds) contrast polarity with over 4 : 1 brightness ratio. On the other hand it was not so good for the Aged such as one which is positive with under 3 : 1 brightness ratio, negative (light text on dark backgrounds) and same color combination with low contrast. Second was icon image. The experiment was developed for three icon group such as object icon, operation icon and condition icon. As the results of the experiments, cognition ratio of the icon image to the object and condition decrease depend on age.
    Especially, it was not so good for the person of advanced age.
    These data suggest that it is necessary for some icons of object and condition to improve icon image.

  • Analysis of cognitive processes and development of aid methods for learning subjects in children with learning disabilities

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research

    Project Year :

    1997
    -
    1999
     

    MUROHASHI Harumitsu, KOUGO Chiharu

     View Summary

    Cognitive processes in children with learning disabilities were analyzed, and an experiment about development of an aid method for them was performed. First, WISC-R and K-ABC were executed to them. Their eye movements were measured during sentence reading task and picture searching task. Event related potentials were measured during pattern matching tasks, picture discrimination - identification tasks too. Their data for visual information processing processes were analyzed to develop aid methods for them. One student with difficulties of verbal processing performed poor movement of eyes during understanding sentences constructed by Hiragana letters. His event related potentials suggested that he had problems in visual early processing for pattern. An experiment was performed to develop an aid method for him. Serious presentation system of Hiragana letter was organized and performed to him. He could understand Hiragana sentences more easily than other methods. Aid systems of sentence reading for him were discussed.

  • GUI DESIGN FOR WWW WITH MENTAL WORK LOAD

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research

    Project Year :

    1997
    -
    1998
     

    YAMANISHI Jun-ichi, HORITA Tatsuya, KURODA Takashi, KOGO Chiharu

     View Summary

    We deveIoped the system to measure the relationship between the heart rate variability and the mental work load in WWW operation.
    It is found that there are weak correlation between some parameters of the heart rate variability such as TP, Xa and Xc and mental work load when users operate WWW with long response time.
    However these correlations are not clear according to the WWW designs. The results of questionnaire about mental work load shows that they can operate WWW with no flame more easily than one with flame and the mental work load is less when they operate WWW with little hierarchy. But such difference is not found by the parameter of the heart rate variability clearly.

  • Development of Multimedia Learning System for Training of Communication Skill

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research

    Project Year :

    1995
    -
    1996
     

    KOGO Chiharu, HORITA Tatsuya, KURODA Takasi, TAKAI Shozo, SUEOKA Munehiro, OOMORI Katsusi

     View Summary

    Multimedia learning system for the training of communication skill was developed. It was the learning system for the student with mental retarded to develop the communication ability, especially, the facial cognition as one of the communication ability. The contents of this system was designed such as follows ; 1) for practice, six communication scenes at school life are presented by about 50 movies. 2) for keeping up learning motivation, all contents are designed in story and game form. Furthermore, the sequence of the problem was modulated automatically in each learning according to the result of learning.
    Finally, this system was evaluated by eight students with mental retarded for two months. The following results were obtained : 1) The contents with story form is very effective method for keeping up learning motivation. 2) Situated learning is more effective for the mental retarded to recognize facial expressions. This system is useful for the training of the facial cognition.

  • RESEARCH ON GROUPWARE FOR INFORMATION EDUCATION

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research

    Project Year :

    1994
    -
    1995
     

    YAMANISHI Jun-ichi, NARUSE Yoshinori, KOGO Chiharu

     View Summary

    This study examines how the classroom work with computer supported collaborating work as a view point of technical, cognitive behavior and instruction.
    It is found that the learning environment with network is effective as an instrument of bring up computer literacy and the media use capacity prescribes the frequent use of network in the beginning while the communication anxiety relates to the ease of network.

  • The study of strategy for parallel processing of visual and auditory information in the multi-media education environment.

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research

    Project Year :

    1989
    -
    1991
     

    SAKO Toshihiko, UMEZAWA Akio, NOJIMA Eiichiro

     View Summary

    The purpose of this research was to examine various effects of educational media, especially Film/TV, upon learning processes. To progress our research, the following three issues were raised :
    (1)The construction of educational research system to study media effects in instructional situation.
    (2)The development of system for measurement of eye movement and pupil size under visual information presentation in experimental controls. (3)The analysis of strategy when learners process both visual and auditory information from media.
    First, in the early stage of this research, we have developed data acquisition system based on the response-analyzer system which had already been equipped in language laboratory room. With this system, collected were the real-time data, such as the learners'own evaluation for the degree of comprehensions or interests evoked by viewing some educational TV programs. Second, using an eye camera device, we have developed the measurement system of'learner's visuo-motor responses, i. e., eyemovement and pupillary response. Several basic experiments were conducted to evaluate this system as well as to analyze the relationships between simple still TV pictures and such visuo-motor activities. The third issue is chiefly a theoretical one. We have explored learner's models which describe the interaction of media and learning in the context of cognitive psychology, but, at present, only a local model for the recognition memory of motion picture can be proposed with experimental evidence. Further considerations are needed for the construction of more comprehensive model of media-learning process interactions.

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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  

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    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  

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    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  

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     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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