授業通信による学生との相互行為I : 学生はいかに「藤のたより」を受け止めているか

Abstract

This study examined how "Fuji-no-Tayori" as a classroom newsletter influenced an interaction between teacher and students in university classes. It not only answered questions related to lecture contents asked by students, but also actively took up questions unrelated to the lecture. Furthermore, it included the teacher's opinions as well. The survey results clarified that students not only positively perceived the classroom newsletter, but also found its multifaceted educational effects such as "rapport with teacher" "complement of lecture contents" "tool for management of lectures" "active involvement with lectures" and "concerns in education and teachers." These results indicated that the purposes of the classroom newsletter set by the teacher could be conveyed to students to some extent.