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2016/7/19

Issues and solutions in the effectiveness of active learning (XNUMXth)

Difficulty of evaluation in active learning

Takafumi Sakata

Click here for the previous article → "How to do active learning for less motivated students'

Among the lectures I took when I was a college student, there was a lecture in which the instructor in charge just read aloud the textbook.The professor just read the textbooks in order from the first line for 90 minutes every week, and I remember that only the professor's voice through the microphone echoed in the classroom.

　At that time, of course, there was no such thing as active learning (AL), but now I think that just reading a textbook can't be done without a lot of courage.At least I can never (of course, I don't want to).

When a class or lecture is "not" in AL, it means something that ignores the students so thoroughly.In other words, if you have some interaction with the students, it means that the degree is active and "is", and AL is a matter of degree.In this way, if AL is regarded as a relative rather than an absolute one, it is not an AL that is a one-way lecture format by teachers, and an AL that creates interactivity. What will change with "something"?One of the things I always keep in mind is equality.

Unlike providing the same knowledge to all students uniformly, in the case of AL, the offering may differ depending on the motivation and attitude of the students.It is easy to imagine that there will be a difference in the knowledge that we faculty members provide (or can) between students who ask questions during the lecture and those who do not ask any questions at all.In the first place, it is quite difficult to make everyone speak equally.Then, can teachers treat students equally in AL?Or should it be treated?

The author's view is that AL, by its very nature, cannot treat students equally (in a superficial sense).However, just because they cannot be treated equally here does not mean that they can be treated unfairly or unequally.The author thinks that the "difference" should be based on the motivation of the students.

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Takafumi Sakata

Professor, Faculty of Policy Studies, Chukyo University, Ph.D. (Commerce), Chairman of the Active Learning Promotion Subcommittee, Chukyo University Education Promotion Center Committee.Part-time lecturer at Nagoya University, Nagoya City University, and Kinjo Gakuin University.His main specialty is marketing strategy theory, distribution theory, and product planning theory, and he has a good reputation for lectures and training that emphasizes "interesting", "easy to understand", and "usefulness".Recent publications include "Marketing Design from XNUMX" (co-edited by Sugakusha) and "Product Planning from XNUMX" (co-authored by Sugakusha).In recent years, he has expanded the field of activities, such as presiding over a cross-industry exchange study session that gathers young business people in Nagoya.For details, please visit the seminar website (http://www.sakataseminar.jp/).