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分散型検索学習を導入したジグソー法に基づく オンライン型授業の効果 ─自己肯定意識に注目して─
https://doi.org/10.20636/00013508
https://doi.org/10.20636/00013508bf4911be-421b-49be-84cd-830a649c43a9
| 名前 / ファイル | ライセンス | アクション |
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NUE70_1_169-1761 (607.0 kB)
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| アイテムタイプ | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
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| 公開日 | 2022-03-17 | |||||||||
| タイトル | ||||||||||
| タイトル | 分散型検索学習を導入したジグソー法に基づく オンライン型授業の効果 ─自己肯定意識に注目して─ | |||||||||
| 言語 | ja | |||||||||
| タイトル | ||||||||||
| タイトル | Effects of a lesson delivered using an online learning-based jigsaw method that introduced spaced retrieval-based learning: Focusing on self-affirmation awareness. | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| キーワード | ||||||||||
| 主題 | オンライン型学習に基づく授業, ジグソー 法, 分散型検索学習, 自己肯定意識 lesson delivered using an online learning, jigsaw method, spaced retrieval-based learning, self-affirmation awareness |
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| 資源タイプ | ||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| ID登録 | ||||||||||
| ID登録 | 10.20636/00013508 | |||||||||
| ID登録タイプ | JaLC | |||||||||
| 著者 |
堀田, 千絵
× 堀田, 千絵
× 加藤, 久恵
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| 著者別名 | ||||||||||
| 姓名 | HOTTA, Chie | |||||||||
| 著者別名 | ||||||||||
| 姓名 | KATO, Hisae | |||||||||
| 抄録 | ||||||||||
| 内容記述タイプ | Other | |||||||||
| 内容記述 | This study examined whether a lesson delivered using an online learning-based jigsaw method that introduced spaced retrieval-based learning during studying affected self-affirmation awareness. In all, 82 students participated in the lesson delivered by LINE, Microsoft Teams, mobile phone, and e-mail in six phases. First, they completed the self-affirmation awareness scale as a premeasurement and put forward questions on the lesson theme. Second, during the individualized learning phase, they studied an assigned text related to the lesson theme using retrieval-based learning. Third, during the expert phase, they made learning deep, with sharing the contents of an assigned text in each expert group member. Fourth, during the jigsaw learning, each student was asked to explain the assigned text to the remaining group members in turn using the metacognitive strategies. Fifth, students made a presentation related to the theme through cross-talk. Finally, all students completed the self-affirmation awareness scale as a post-measurement and were asked for feedback on the class using free description. Most importantly, overall, the results indicated that the lesson practice had powerful effects on self-affirmation awareness, except for interpersonal positiveness. We then summarized the benefits and costs of the lesson practice delivered by online learning during this study. | |||||||||
| 書誌情報 |
ja : 奈良教育大学紀要. 人文・社会科学 en : Bulletin of Nara University of Education. Cultural and Social Science 巻 70, 号 1, p. 169-176, 発行日 2021-11-30 |
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| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 05472393 | |||||||||
| 書誌レコードID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AN00181081 | |||||||||
| 著者版フラグ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版者 | ||||||||||
| 出版者 | 奈良教育大学 | |||||||||
