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Hokkaido University Collection of Scholarly and Academic Papers >
Institute for the Advancement of Higher Education >
高等教育ジャーナル = Journal of Higher Education and Lifelong Learning >
第29号 >
交差遅れモデルによる初年次PBL科目遠隔授業化の効果測定
| Title: | 交差遅れモデルによる初年次PBL科目遠隔授業化の効果測定 |
| Other Titles: | Measuring the Effectiveness of Distance Learning for First-Year Project-Based Learning Courses Using a Cross-Delay Model |
| Authors: | 石川, 勝彦1 Browse this author | | 村上, 太郎2 Browse this author |
| Authors(alt): | Ishikawa, Katsuhiko1 | | Murakami, Taro2 |
| Issue Date: | Mar-2022 |
| Publisher: | 北海道大学高等教育推進機構高等教育研究部 |
| Journal Title: | 高等教育ジャーナル : 高等教育と生涯学習 |
| Journal Title(alt): | Journal of higher education and lifelong learning |
| Volume: | 29 |
| Start Page: | 25 |
| End Page: | 38 |
| Abstract: | The present study investigated how the relationship between a critical thinking attitude and perceived cooperation was different in face-to-face learning and distance learning. Through cross-delay modeling, we examined the direction of causal relations between a critical thinking attitude and perceived cooperation in a first-year project-based learning(PBL) course. In distance learning the phase of input was conducted in an on-demand learning setting, and the phases of cooperation for project construction and output were performed through a face-to-face setting, whereas in face-to-face learning all phases of input, cooperation for project construction and output were performed through face-to-face settings. There were 209 final survey samples for the face-to-face learning setting and 127 for the distance learning setting. The findings revealed that the path from a positive attitude on critical thinking to perceived cooperation was positively significant in the distance learning setting, but not significant in the face-to-face setting. The path from perceived cooperation to a negative attitude on critical thinking was not significant in the distance learning setting whereas it was negatively significant in the face-to-face settings. The results suggested that positive circulation between a critical thinking attitude and perceived cooperation was realized in the distance learning setting but not in the face-to-face learning setting. |
| Type: | bulletin (article) |
| URI: | http://hdl.handle.net/2115/84347 |
| Appears in Collections: | 高等教育ジャーナル = Journal of Higher Education and Lifelong Learning > 第29号
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