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コロナ禍における遠隔授業の可能性と限界 ～駒沢女子大学、観光文化学類の授業を事例として～
https://doi.org/10.18998/00001420
https://doi.org/10.18998/00001420ee76d215-f270-4003-b180-13907d5896f9
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
本文PDF (2.2 MB)
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Copyright(c)2022by KOMAZAWA WOMEN'S UNIVERSITY
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2022-04-04 | |||||
| タイトル | ||||||
| タイトル | コロナ禍における遠隔授業の可能性と限界 ～駒沢女子大学、観光文化学類の授業を事例として～ | |||||
| タイトル | ||||||
| タイトル | - Possibilities and Limitations of Remote Lectures during COVID-19 : A Study of the Department of Tourism and Culture, Komazawa Women’s University - | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | コロナ禍 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 遠隔授業 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 観光文化学類 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 可能性 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 限界 | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.18998/00001420 | |||||
| ID登録タイプ | JaLC | |||||
| 著者 |
張, 景泰
× 張, 景泰× 鮫島, 卓× JANG, Kyungtae× SAMESHIMA, Taku |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | In this case study, we tried to understand the possibilities and the limits of remote lectures by comparing the teaching management methods before and after the coronavirus pandemic in the curriculum of the Department of Culture and Tourism at Komazawa Women’s University. We were able to confirm the learning outcomes for each type of remote lecture by focusing on and analyzing lectures of the hybrid type, interactive type, and on-demand type in turn. Regarding the internship as a hybrid type lecture, the superiority of face-to-face training is clear from the results of the student questionnaire, but the remote lecture showed a higher score in specific areas such as “practical ability,” “issue identification ability” and “planning ability.” As a result, we may conclude that it is necessary to design a lesson that uses a face-toface or remote format according to the student ability area on which the class was focused rather than simply selecting the mode of delivery arbitrarily. In “interactive remote lectures” and “on-demand type remote lectures” the degree of satisfaction was higher than in face-to-face lectures, according to the student questionnaires. A high level of satisfaction was indicated in both the questions relating to “the student’s selfevaluation” and “the student’s evaluation of the lesson.” The conclusion that the quality of the lectures has improved can be drawn not only from the results of the questionnaire, but also from the perspective of the instructor looking at the student’s reactions in each class reaction paper and report. However, both methods have limitations in terms of“ active learning,” and variations arise due to the teacher’s degree of understanding of the Learning Management System (LMS). In the case of remote lectures, the introduction of the Learning Management System has made it possible to record all lessons, allowing students to watch anytime, anywhere, and any number of times. Breaking away from the previous limited system, the possibilities of remote lectures using LMS are expanding. Furthermore, by digitizing the questionnaire function, it is possible to efficiently provide feedback to students and improve lessons. From the research analysis of this study, it became clear that both face-to-face lecture and remote lectures have both strengths and weaknesses, and should not therefore be considered in terms of a binary opposition. Therefore, it will be important to continue to use an LMS in all lessons and continue to develop it into a better management method for lecture management after the coronavirus pandemic has come to an end. |
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| 書誌情報 | 号 28, p. 103-123, 発行日 2021-12-25 | |||||
| 出版者 | ||||||
| 出版者 | 駒沢女子大学 学長 安藤嘉則 | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 1340-8631 | |||||
