反転授業におけるワークシートの利用が対面授業時の学びへ与える影響 : 対面授業時の発話内容と深い学習アプローチに着目して

Abstract

本研究の目的は，反転授業の事前学習時に既有知識と新しい学習内容を整理し，関連づけるワークシートへ取り組むことが，対面授業時の学びへどのような影響を及ぼすかを深い学習アプローチ得点の変化と対面授業時の発話内容の差異をもとに明らかにすることである。そのために，事前学習時に講義映像の視聴とノートテイクのみ行うワークシート無し群と，この事前学習に加えてワークシートへ取り組むワークシート有り群を設定し，大学生18名を対象に実験を行った。その結果，ワークシート有り群では対面授業後に深い学習アプローチ得点が向上した。また，ワークシート有り群では事前学習時に解説されたキーワードの発言数が顕著に多くなることや，学んだ知識を多様に活用した議論を展開したことが明らかになった。本研究は，反転授業の事前学習時に既有知識と新しい学習内容を整理し，関連づけるワークシートに取り組むことが，対面授業時に学んだ知識を多様に活用して議論を行うことを促進し，その結果，深い学習を促進させることを示唆した。

This study examines the effects of using a worksheet during a pre-class time on the quality of discussions and the deep approach to learning during a face-to-face class time in a flipped classroom. In our experiment, 18 undergraduate students, who were divided into control and experiment groups, participated. Whereas the nine students in the control group were given a free hand in taking notes while watching the same video, the nine students in the experiment group were also given a free hand in taking notes and asked to organize their prior knowledge and the learning contents of a lecture video using a worksheet. An analysis of their responses to the pre and post questionnaire surveys revealed that the experiment group scored higher than the control group in the deep approach to learning. Furthermore, results revealed that the students in the experiment group used more keywords, which they had learned from the video, in the subsequent classroom discussion. And they used their knowledge in more various ways than the students in the control group. Therefore, the authors conclude that the use of worksheets to organize and relate the prior knowledge of students and the learning contents of lectures can promote the studentsʼ application of their acquired knowledge in different ways during classroom discussions. This, in turn, might result in the improvement of the deep approach to learning.