| 概要 |
Although Japanese higher education focuses on “Active Learning,” which encourages students to learn, empirical studies on the students’ learning process of presentation are scarce; therefore, a practi...cal instruction of teaching how to present especially needs to be analyzed. Nakano (2012) designed the parallel repeated learning design of argumentation and management for Japanese college students, based on the practices since 2008 in the subject “presentation.” Previous studies revealed the overall effects of the program; however, the needs of the learners who are highly motivated in presentation education have not been examined. This study aims to examine the change of self-evaluation in rubric and the perspectives of students with high motivation for presentation education to test the effect. The main findings are as follows: (1) we found a significant difference in self-evaluation in rubric before and after the presentation session, (2) the best reason to take this class was to learn basic and applied presentation skills, (3) there are the three advantages of learning presentation; necessity for the future, quest for searching activity, and self-understanding. These results indicate that the parallel repeated design is effective in cultivating skills of higher-level learning. Project-Based learning can be effective for further advanced learning of presentation.続きを見る
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