学生の学習アプローチに影響を及ぼすピア・インストラクション : 学生の授業外学習時間に着目して  [in Japanese] How Peer Instruction Affects Students' Approach to Learning : Focusing on Students' Out-of-Class Learning Time  [in Japanese]

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Author(s)

    • 蒋 妍 JIANG Yan
    • 京都大学高等教育研究開発推進センター Center for the Promotion of Excellence in Higher Education, Kyoto University
    • 溝上 慎一 MIZOKAMI Shinichi
    • 京都大学高等教育研究開発推進センター Center for the Promotion of Excellence in Higher Education, Kyoto University

Abstract

本研究の目的は,授業外学習の程度によって学生を分類した上で,ピア・インストラクション(Peer Instruction:以下PI)を導入した授業が学生の学習アプローチに及ぼす影響を実証的に検討することであった.また,この検討を通して,学生の深い学習を促すためのアクティブラーニングについての示唆を得ることであった.そのために,K大学の心理学の授業を対象とし,大学1年生103名(男性82名,女性21名)を対象として,4月,7月の2時点で質問紙調査を行った.授業外学習時間の程度で学生を授業外学習高群と授業外学習低群を分け,二要因分散分析を行ったところ,授業外学習高群の深い学習アプローチの得点に変化が見られなかったことに対して,授業外学習低群は深い学習アプローチの得点が低下することが明らかになった.これらの結果は,PIに授業外学習が重要な意味をもつことを示唆した.他方で,PIの効果を検証した方法には,検討の余地を残した.

Research has shown that Peer Instruction (PI) is an effective method of active learning that facilitates deep learning. The aim of this study was to examine the implications of active learning by investigating the effect of PI on students' approach to learning (i.e., deep approach to learning and surface approach to learning), focusing on students' out- of- class learning time. The PI method was implemented in a psychology course at a large university. Two questionnaires (PRE, POST) were completed by 103 students (82 male, 21 female) when the course started and ended, respectively (i.e., in April and July). The students were divided into a "high group" and "low group" according to how much time they spent on out-of-class learning, and a two-way factorial analysis of variance was used to examine the changes in their approach to learning. We found no effective increase of the deep approach for the high group but a decrease for the low group. This finding suggests that it is not enough to engage students in class; they should be encouraged to participate in out-of-class learning as well.

Journal

  • Japan Journal of Educational Technology

    Japan Journal of Educational Technology 38(2), 91-100, 2014

    Japan Society for Educational Technology

Codes

  • NII Article ID (NAID)
    110009872423
  • NII NACSIS-CAT ID (NCID)
    AA11964147
  • Text Lang
    JPN
  • ISSN
    1349-8290
  • NDL Article ID
    025925172
  • NDL Call No.
    Z7-904
  • Data Source
    NDL  NII-ELS  J-STAGE 
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