Case study of continuous activation of students’ interest and reflections in large-group lectures

Session Description

This study aimed to explore how text mining can be utilized as a method for students to actively improve the knowledge and skills prerequisites for activities in large-group lectures as pre- and post-assignments. Additionally, through a practical study, the study clarifies how it is used effectively in some instances. A trial study in 2022 and a confirmatory study in 2023 were conducted for a large-group lecture on media theory. Interest in media was significant after a t-test, with correspondence between the starting and ending points. The results of the self-assessment by the students on a 5-point scale showed that "knowledge and skills" were above 4.0, and "thinking, judgment, and expression skills" were also close to 4.0. One of the comments on the lectures was as follows: "As feedback, it was useful to visualize the changes before and after the lecture."

Presenter(s)

Wakio Oyanagi
Kansai University
Takatsuki, Osaka, Japan

Wakio Oyanagi is a professor at the Faculty of Informatics, Kansai University, Japan. He received his PhD in Education from Hiroshima University and is a professor emeritus at Nara University of Education. His research interests include professional learning and self-studies on teacher educator, research on educators in higher education, and ICT and media in educational activities. He is currently serving as editor-in-chief of the Transactions of the Japan Society for Educational Technology (Educational Technology Research).