オンライン学習教材を用いたGIS実習における学習者の類型化とその特徴

概要

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This paper analyzes an evaluation of students taking a GIS laboratory teaching course that uses an online learning system. First, a factor analysis is applied to evaluation data on students. Second, a cluster analysis is applied to the factor score of each student. As a result, three groups of students are obtained. A multiple comparison method is applied to compare the three groups with respect to factor loading, evaluation, test scores and total access time. The characteristics of the three groups are as follows. Students in the first group heavily depend on teachers. They hesitate to ask other students even if they have questions. They cannot set the pace of their studies in the class. Support from teachers is needed until they get used to the online learning system. Students in the second group are satisfied with laboratory teaching. They can study at their own pace with the system. They also have high expectations about future online learning systems. However, they do not study positively with the system. Teachers need to encourage students in the second group to study more with the system. Students in the third group actively use the system, but level of their satisfaction of laboratory teaching is low. They do not have high expectations for future online systems. Teaching methods should be improved to take advantage of the system.
社団法人東京地学協会の論文
2008-04-25