コロナ禍における遠隔授業の可能性と限界 ～駒沢女子大学、観光文化学類の授業を事例として～

In this case study, we tried to understand the possibilities and the limits of remote lectures　by comparing the teaching management methods before and after the coronavirus pandemic in　the curriculum of the Department of Culture and Tourism at Komazawa Women’s University.　We were able to confirm the learning outcomes for each type of remote lecture by focusing on　and analyzing lectures of the hybrid type, interactive type, and on-demand type in turn.　 Regarding the internship as a hybrid type lecture, the superiority of face-to-face training is　clear from the results of the student questionnaire, but the remote lecture showed a higher　score in specific areas such as “practical ability,” “issue identification ability” and “planning　ability.” As a result, we may conclude that it is necessary to design a lesson that uses a face-toface　or remote format according to the student ability area on which the class was focused　rather than simply selecting the mode of delivery arbitrarily. In “interactive remote lectures” and “on-demand type remote lectures” the degree of　satisfaction was higher than in face-to-face lectures, according to the student questionnaires. A　high level of satisfaction was indicated in both the questions relating to “the student’s selfevaluation”　and “the student’s evaluation of the lesson.” The conclusion that the quality of the　lectures has improved can be drawn not only from the results of the questionnaire, but also from　the perspective of the instructor looking at the student’s reactions in each class reaction paper　and report. However, both methods have limitations in terms of“ active learning,” and variations　arise due to the teacher’s degree of understanding of the Learning Management System (LMS). In the case of remote lectures, the introduction of the Learning Management System has　made it possible to record all lessons, allowing students to watch anytime, anywhere, and any　number of times. Breaking away from the previous limited system, the possibilities of remote　lectures using LMS are expanding. Furthermore, by digitizing the questionnaire function, it is　possible to efficiently provide feedback to students and improve lessons. From the research analysis of this study, it became clear that both face-to-face lecture and　remote lectures have both strengths and weaknesses, and should not therefore be considered in　terms of a binary opposition. Therefore, it will be important to continue to use an LMS in all lessons and continue to develop it into a better management method for lecture management　after the coronavirus pandemic has come to an end.