Reflective design to promote college students' communication ability

2019 Fiscal Year Final Research Report

• Project/Area Number: 16K04303
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Educational psychology
• Research Institution: Ehime University
• Principal Investigator: Tomida Eiji 愛媛大学, 教育学部, 准教授 (90404011)
• Project Period (FY): 2016-04-01 – 2020-03-31
• Keywords: 省察 / コミュニケーション / 学習環境 / テキストマイニング / アクション・リサーチ / 質的分析

Outline of Final Research Achievements

The purpose of this study was to clarify college students' reflection process and the learning environment that promotes their communication ability. Text data of reflection were collected in various communicative situations (presentation, lesson preparation, international exchange, etc.). In a qualitative data analysis, the process of improving the teacher's ability in cooperation with others was followed for several years. As a result, in addition to the reflection immediately after the practice, long-term reflection was suggested to be essential for individual growth. In a quantitative analysis, the text mining was used to compare the short-term and the long-term reflection process. The result indicates that the short-term reflection contains more nouns of the education/learning domain than the long-term reflection.

Free Research Field

教育心理学

Academic Significance and Societal Importance of the Research Achievements

本研究の成果は，教員養成を始めとして，様々な分野で求められるコミュニケーションの能力を養成するために必要な学習環境のデザインに繋がるものである。