How Study Time Outside of Class Affects Students' Motivation to Learn and Sense of Accomplishment: A Successful "Human Biology" Course Reform

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  • Kurokawa Yumi
    Center for Medical Education and Clinical Training, Shinshu University, Matsumoto, Japan
  • Furusato Yukari
    Research Center for Higher Education, Shinshu University
  • Kato Yoshiko
    Research Center for Higher Education, Shinshu University
  • Tada Tsuyoshi
    Center for Medical Education and Clinical Training, Shinshu University, Matsumoto, Japan

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  • 授業外学習時間の増加は学生の学習意欲と達成感を高めるか : 医学科の必修科目「ヒト生物学」を事例として
  • ジュギョウ ガイ ガクシュウ ジカン ノ ゾウカ ワ ガクセイ ノ ガクシュウ イヨク ト タッセイカン オ タカメル カ : イガクカ ノ ヒッシュウ カモク 「 ヒト セイブツガク 」 オ ジレイ ト シテ

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Abstract

<p>Purpose: Does longer study time motivate students to learn and make them feel a sense of accomplishment? Whilst “Human Biology,” one of the required courses in the first year of the medical school, was in need of a total course design reformation to make a shift from teaching to learning, it was necessary to examine whether longer study time is effective for better learning outcomes.　Methods: To get students to learn outside of class, we flipped the course. Since the scores from weekly quizzes, which are held at the beginning of every class, and mid-term and final exams were returned to the students, fully calculated and strictly applied to their grades, students became motivated to study before class. During class time, lessons were taught in the active learning style. We used covariance structure analysis to examine the relationship between the out of class learning design, the syllabus reformation, students’ learning attitudes in the class, and their sense of accomplishment.　Results: Study time outside of class increased from 4 hours per week in 2013 to 10 hours per week in 2016, and the students became more satisfied with the course. Our analysis shows that this well-structured syllabus and designing of lessons made the students study more both inside and outside of class, and allowed students to achieve the higher goals of the course.　Conclusion: Designing out of class learning and incorporating it well with assessment resulted in longer study time and a stronger sense of accomplishment.</p>

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