The Role and Effect of Teaching Fellows in KIKAN Education: Impact on Presentation Skills

HAYASHI Moe, TAMURA SHIGEHIKO, NAKANO Mika

doi:10.15017/7339190

Bibliographic Information

Other Title

基幹教育におけるティーチングフェローの役割とその効果 : プレゼンテーションスキルへの影響
キカンキョウイクニオケルティーチングフェローノヤクワリトソノコウカプレゼンテーションスキルエノエイキョウ

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Description

In university education, various methods have been adopted to support student learning, with team teaching being recognized as an effective approach for providing diverse instruction. Typically, team teaching involves multiple instructors working together to lead a class. However, in this study, a collaborative approach similar to team teaching was implemented, where a Teaching Fellow (TF) worked closely with the main instructor. Traditionally, a Teaching Assistant (TA) assists the instructor, but their role is limited and does not include tasks such as leading parts of the class or grading assignments. In contrast, TFs have more autonomy and can collaborate with the instructor to shape the class, providing high-quality instruction tailored to the diverse needs of students. This study aims to evaluate the impact of TFs in the context of the Presentation Basics course part of KIKAN Education, focusing on how TF support influences students’ awareness of presentations, their presentation skills, and group work dynamics. To assess the educational effects of TFs, classroom observations were conducted, followed by a survey of 24 participants, 16 of whom responded (67% response rate). The results show that the introduction of TFs had a positive impact on students’ presentation skills and the dynamics of group work, with 81% of students reporting a change in their perception of presentations after TF involvement. These findings highlight the effectiveness of TFs in enhancing student learning and engagement in the course.

Journal

基幹教育紀要

基幹教育紀要 11 71-85, 2025-02-21

Faculty of Arts and Science, Kyushu Unieversity