講義への取り組み方とアクティブラーニングへの取り組み方に基づく学生タイプの検討

Abstract

講義とアクティブラーニングで構成されるアクティブラーニング型授業の学習成果は, 講義とアクティブラーニングへの双方の学生の取り組み方と関連することが予測される. そこで, 本稿では, 講義への取り組み方とアクティブラーニングへの取り組み方との関連を検討した上で, 講義への取り組み方とアクティブラーニングへの取り組み方に基づく学生タイプを作成し, それぞれの学生タイプの学習の特徴や学習成果の差異を検討することを目的とした. 質問紙調査を実施し, 「講義への取り組み方」尺度と「アクティブラーニング外化」尺度の高・低の組み合わせにより大学生を4つのグループに分類し, それぞれの特徴を分析した. その結果, 講義とアクティブラーニングの双方の得点が高い学生グループが, 汎用的技能の獲得感が最も高いことが明らかになり, 仕事や社会で必要とされる汎用的技能を獲得し, 卒業後の社会生活でも成長ができる可能性があることが示唆された.

The learning outcomes in active learning classes composed of a lecture part and active learning part should relate to students' way of engagement in both parts. This study was performed to investigate the relation between "Lecture Attitude Scale" and "Active Learning (Externalization) Scale, " and to examine the differences in undergraduate students' acquisition of learning outcomes, such as generic skills, according to their ways of engagement in both lectures and active learning. A questionnaire survey was conducted regarding how they learned in lectures and in active learning, and how they felt about the acquisition of generic skills through university education. A total of 1854 undergraduate students participated in this study. The analyses were performed in four groups (Group 1 to Group 4) defined using the scores of "Active Learning (Externalization) Scale" and "Lecture Attitude Scale." Group 4 that participated in well-balanced passive activities in both lecture and active learning parts had significantly higher self-reported scores regarding their acquisition of generic skills than the other groups. This suggested that active learning should be composed of a lecture part and active learning part, and well-balanced engagement in both parts would be important for students' learning and development.