プレゼンテーション授業を基盤としたPBLとその効果

URI http://harp.lib.hiroshima-u.ac.jp/hju/metadata/10928
File
Title
プレゼンテーション授業を基盤としたPBLとその効果
Title Alternative
The Effect of Problem-Based Learning in Presentation Class
Author
氏名 石井 三恵
ヨミ イシイ ミエ
別名 ISHII Mie
氏名 石田 裕子
ヨミ イシダ ユウコ
別名 ISHIDA Yuko
氏名 河野 彩
ヨミ コウノ アヤ
別名 KONO Aya
Subject
Problem-Based Learning
PBL
フィードバック
feedback
効果
effective
自主学習
self-directed learning
高等教育機関
higher education organization
単位認定
credit recognition
NDC
375.084
376.4
Abstract

It has long being said that students enrolled in higher eclucation organizations require three
abilities in order to succeed: problem identification ability; problem solving ability; and the
ability to clearly express an opinion. The university has been devising interactive ways of
learning as an alternative to the more established one-sided teaching and learning style. In
recent years,it has been said that classes based on Problem-Based Learning (PBL) should be
adopted by higher education organizations as a means for providing those abilities. At
Hiroshima Jogakuin University,a p resentation course using PBL has shown signs of success
since its implementation in 2004. To provide students with adequate time for self-directed
learning,we set up a curriculum as follows in compliance with the credit system of higher
education organizations in Japan. Students can earn one unit of creclit through taking 15
classes in one semester,w ith each class comprising 45 minutes' lecture time and two hours'
self-study time. As with many other courses,th e presentation course offers two units in one
semester,s o students neecl four hours' self-study time per class to complete the course.
Through the examination of the questionnaire completecl by students who took the course,a s
well as other methods of analysis,w e were able to evaluate the role and function of selfdirected
learning in the presentation course. The results showecl that at the beginning only
30% of the stuclents actua11y undertook self-study. We realized that stuclents need to be given
an environment that provicles more engaging and interactive opportunities for self-clirected
learning,s uch as one that incorporates multimedia facilities and materials,and furthermore
they shoulcl be given feeclback on their learning process from an instructor. In response to our
findings,w e have made several improvements to the course,and as ar esult have achievecl a
reasonable level of success in the implementation of PBL.

Journal Title
広島女学院大学生活科学部紀要
Volume
18
Spage
15
Epage
34
Published Date
2011-03-09
Publisher
広島女学院大学生活科学部
ISSN
09193529
Language
jpn
NIIType
Departmental Bulletin Paper
Text Version
Old URI
Set
hju