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Article
Author(s)
Koji Sakai, Issei Abe, Daisetsu Fujita
Kenta Naka
Full-Text PDF XML 1269 Views
DOI:10.17265/2159-5542/2017.05.001
Affiliation(s)
Kyoto Koka Women’s University, Kyoto, Japan
Work Academy Corporation, Osaka, Japan
ABSTRACT
As a new initiative in school
year 2015-2016 for the course ICT Exercise, we implemented the completion of voluntary
learning tasks in addition to required homework for students. The voluntary learning
tasks were intended to enhance the learning motivation of students with a high level
of computer literacy and encourage academic achievement. A learning advisor was
assigned to provide support during specific periods outside of class and prepare
reports on support given to the students’ instructors. For submitting voluntary
learning tasks, students could earn a maximum of 10 additional points to their
overall results. Consequently, the submission rate for the voluntary learning tasks
was 16% among a total of 374 undergraduate students. Meanwhile, the number of consultations
with the learning advisor increased 2.1 times in 2015 compared with that in 2014,
when the voluntary learning task scheme was not yet set. This result indicates that
setting higher goals and providing a support system for students promote their learning
behavior. The student group that completed the voluntary learning tasks showed a
higher learning outcome compared with the student group that did not submit
them. Learning outcomes were measured by year-end test and Rasti scores, which help
assess capability for the effective use of information technology. We discuss the
development of learning environment types to promote students’ motivation to learn
voluntarily.
KEYWORDS
information literacy, voluntary learning tasks, learning advisor, learning outcomes, active learner
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