著者

岡田 有司 鳥居 朋子

出版者

京都大学

雑誌

京都大学高等教育研究 (ISSN:13414836)

巻号頁・発行日

vol.17, pp.15-26, 2011-12-01

被引用文献数

1

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The purpose of this study was to investigate students' learning mechanisms based on learning outcomes assessment of a Japanese private university in the era of universal access. Concretely speaking, relations among student demographics, classroom experiences and commitments to learning were revealed, and determinants of learning outcomes were explored according to an assumed model which referred to Astin's IEO model. A self-report questionnaire survey was administered to students of X private university, and 2,074 students responded (response rate, 58.6%). Covariance structure analysis showed that classroom experiences, commitments to learning and learning outcomes differed according to student demographics (gender, grade, major and admission type). It suggests that universities need to consider a more appropriate educational policy which suits each student with diverse background in the era of universal access. It was also shown that commitment to learning had a significant role in student learning outcomes, and classroom experiences had significant effects on commitment to learning and learning outcomes. These results imply a possibility that universities can directly or indirectly intervene in student learning outcomes by reconsidering current classroom settings. Based on these findings, agendas in university curriculum, class design, and student support were discussed.