WEKO3
-
RootNode
アイテム
プレゼンテーション授業を基盤としたPBLとその効果
https://hju.repo.nii.ac.jp/records/103
https://hju.repo.nii.ac.jp/records/103da88bb27-9aad-4917-bece-17819b2b0ec2
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
seikatsukagaku18ishii.pdf (8.0 MB)
|
|
| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2023-02-28 | |||||||||||||||||||||||
| タイトル | ||||||||||||||||||||||||
| タイトル | プレゼンテーション授業を基盤としたPBLとその効果 | |||||||||||||||||||||||
| 言語 | ja | |||||||||||||||||||||||
| タイトル | ||||||||||||||||||||||||
| タイトル | The Effect of Problem-Based Learning in Presentation Class | |||||||||||||||||||||||
| 言語 | en | |||||||||||||||||||||||
| 言語 | ||||||||||||||||||||||||
| 言語 | jpn | |||||||||||||||||||||||
| キーワード | ||||||||||||||||||||||||
| 主題Scheme | Other | |||||||||||||||||||||||
| 主題 | Problem-Based Learning | |||||||||||||||||||||||
| キーワード | ||||||||||||||||||||||||
| 主題Scheme | Other | |||||||||||||||||||||||
| 主題 | PBL | |||||||||||||||||||||||
| キーワード | ||||||||||||||||||||||||
| 主題Scheme | Other | |||||||||||||||||||||||
| 主題 | フィードバック | |||||||||||||||||||||||
| キーワード | ||||||||||||||||||||||||
| 主題Scheme | Other | |||||||||||||||||||||||
| 主題 | feedback | |||||||||||||||||||||||
| キーワード | ||||||||||||||||||||||||
| 主題Scheme | Other | |||||||||||||||||||||||
| 主題 | 効果 | |||||||||||||||||||||||
| キーワード | ||||||||||||||||||||||||
| 主題Scheme | Other | |||||||||||||||||||||||
| 主題 | effective | |||||||||||||||||||||||
| キーワード | ||||||||||||||||||||||||
| 主題Scheme | Other | |||||||||||||||||||||||
| 主題 | 自主学習 | |||||||||||||||||||||||
| キーワード | ||||||||||||||||||||||||
| 主題Scheme | Other | |||||||||||||||||||||||
| 主題 | self-directed learning | |||||||||||||||||||||||
| キーワード | ||||||||||||||||||||||||
| 主題Scheme | Other | |||||||||||||||||||||||
| 主題 | 高等教育機関 | |||||||||||||||||||||||
| キーワード | ||||||||||||||||||||||||
| 主題Scheme | Other | |||||||||||||||||||||||
| 主題 | higher education organization | |||||||||||||||||||||||
| キーワード | ||||||||||||||||||||||||
| 主題Scheme | Other | |||||||||||||||||||||||
| 主題 | 単位認定 | |||||||||||||||||||||||
| キーワード | ||||||||||||||||||||||||
| 主題Scheme | Other | |||||||||||||||||||||||
| 主題 | credit recognition | |||||||||||||||||||||||
| 資源タイプ | ||||||||||||||||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||||||||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||||||||||||||||
| 著者 |
石井, 三恵
× 石井, 三恵
× 石田, 裕子
× 河野, 彩
× Ishi, Mie
× Ishida, Yuko
× Kono, Aya
|
|||||||||||||||||||||||
| 抄録 | ||||||||||||||||||||||||
| 内容記述タイプ | Abstract | |||||||||||||||||||||||
| 内容記述 | It has long being said that students enrolled in higher education organizations require three abilities in order to succeed: problem identification ability; problem solving ability; and the ability to clearly express an opinion. The university has been devising interactive ways of learning as an alternative to the more established one-sided teaching and learning style. In recent years, it has been said that classes based on Problem-Based Learning (PBL) should be adopted by higher education organizations as a means for providing those abilities. At Hiroshima Jogakuin University, a presentation course using PBL has shown signs of success since its implementation in 2004. To provide students with adequate time for self-directed learning, we set up a curriculum as follows in compliance with the credit system of higher education organizations in Japan. Students can earn one unit of credit through taking 15 classes in one semester, with each class comprising 45 minutes' lecture time and two hours' self-study time. As with many other courses, the presentation course offers two units in one semester, so students need four hours' self-study time per class to complete the course. Through the examination of the questionnaire completed by students who took the course, as well as other methods of analysis, we were able to evaluate the role and function of self directed learning in the presentation course. The results showed that at the beginning only 30% of the students actua11y undertook self-study. We realized that students need to be given an environment that provides more engaging and interactive opportunities for self-directed learning, such as one that incorporates multimedia facilities and materials, and furthermore they should be given feedback on their learning process from an instructor. In response to our findings, we have made several improvements to the course, and as a result have achieved a reasonable level of success in the implementation of PBL. |
|||||||||||||||||||||||
| 書誌情報 |
広島女学院大学生活科学部紀要 号 18, p. 15-34, 発行日 2011-03-09 |
|||||||||||||||||||||||
| 出版者 | ||||||||||||||||||||||||
| 出版者 | 広島女学院大学生活科学部 | |||||||||||||||||||||||
| ISSN | ||||||||||||||||||||||||
| 収録物識別子タイプ | ISSN | |||||||||||||||||||||||
| 収録物識別子 | 09193529 | |||||||||||||||||||||||
| フォーマット | ||||||||||||||||||||||||
| 内容記述タイプ | Other | |||||||||||||||||||||||
| 内容記述 | application/pdf | |||||||||||||||||||||||
