本研究では、教師の教授過程、学生の学習者の学習過程に注目し、（１）授業前学習のための板書の記録とスライド資料へのアノテーションの記録（２）板書・資料を教師音声と同期した教材作成と配信（３）事前学習をもとにした教室での議論・TBL（Team-Based Learning）学習の効果検証を行いった。予習教材の作成と分析、オンライン小テスト・ルーブリックの開発と授業実践、予習教材と合わせて授業内活動の授業ポートフォリオの記録とモデル化と他教員のFD活動への提示を行った。
In this study, the researcher developed application for course portfolio to focus on both the teaching process of lecturer and the learning process of students; (1) Recording of blackboard and annotation on slide-documents by lecturer, (2) online publishing of teaching material with lecturer's voice, and (3) assessment of learning process of class discussion and team-based learning (TBL) activity based on preparation for the course. The prepared teaching material and online test/rubrics are developed and analyzed after trial courses. Modeling of the course portfolio of trial courses is proposed as a case of flipped classroom design for faculty development.
反転教室において資料提示が学習プロセスに及ぼす影響の実証的研究
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GS-PR-SUGIMORI-K-kaken 2016-4p.pdf
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