プレゼンテーション科目におけるセルフモニタリングの導入と効果

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  • The Introduction of Self-monitoring in the Presentation Subject and its Effect
  • プレゼンテーション カモク ニ オケル セルフモニタリング ノ ドウニュウ ト コウカ

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What can we teachers do to foster students' initiative? Searching for an answer to this question, this paper analyzes the students' self-monitoring in presentation education. “Presentation” is the required subjects for sophomore students among a series of communication programs started in department of Electrical Engineering, Fukuoka Institute of Technology in 2007. In the class, students learn not only presentation skills such as making slides, but also collaboration skills in a group to create something trough the creation of documents and the presentations. To facilitate presentation learning, we found that how they self-monitor themselves while doing several tasks and group activities is one of the key factors to ensure their improvement. The result of questionnaire shows the difference between the students who well manage self-monitoring and the students who don't. By discussing the result of students' self-monitoring, we can identify a new approach to presentation education.

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