著者

中島 ゆり

出版者

長崎大学大学教育イノベーションセンター

雑誌

長崎大学大学教育イノベーションセンター紀要 = Journal of the Center for Educational Innovation, Nagasaki University (ISSN:21883467)

巻号頁・発行日

no.7, pp.1-8, 2016-03

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The Department of Institutional Research for Education in the Center for EducationalInnovation and the Office of Institutional Research have been launched in NagasakiUniversity. This paper aims to figure out what problems Institutional Research activities have faced and consider how to address the issues. First, we needed to seek legal assistance in collecting and analyzing data including personally identifiable information. Also, ethical consideration is significant to use the data. Regarding this, we need to define what data should be used for university improvement. Third, the understanding of students and cooperation with each secretariat and department are needed. Moreover, we have to develop the rule of authorization for data usage for educational improvement. In addition, rethinking what surveys are really needed for IR activities is significant; otherwise, tons of research could steal time from classes. Finally, I suggest the need of qualitative research as well as quantitative analyses for educational improvement, referring Ishii's argument (2015).Especially for improving individual educational practices, action research could be useful in order to assist each faculty members' research-based teaching.

著者

中島 ゆり

出版者

長崎大学大学教育イノベーションセンター

雑誌

長崎大学大学教育イノベーションセンター紀要 = Journal of the Center for Educational Innovation, Nagasaki University (ISSN:21883467)

巻号頁・発行日

no.7, pp.1-8, 2016-03

---

The Department of Institutional Research for Education in the Center for EducationalInnovation and the Office of Institutional Research have been launched in NagasakiUniversity. This paper aims to figure out what problems Institutional Research activities have faced and consider how to address the issues. First, we needed to seek legal assistance in collecting and analyzing data including personally identifiable information. Also, ethical consideration is significant to use the data. Regarding this, we need to define what data should be used for university improvement. Third, the understanding of students and cooperation with each secretariat and department are needed. Moreover, we have to develop the rule of authorization for data usage for educational improvement. In addition, rethinking what surveys are really needed for IR activities is significant; otherwise, tons of research could steal time from classes. Finally, I suggest the need of qualitative research as well as quantitative analyses for educational improvement, referring Ishii's argument (2015).Especially for improving individual educational practices, action research could be useful in order to assist each faculty members' research-based teaching.

著者

矢野 香

出版者

長崎大学

雑誌

長崎大学大学教育イノベーションセンター紀要 (ISSN:21883467)

巻号頁・発行日

vol.6, pp.11-19, 2015-03-01

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The present study aimed at examining the effects of order for verbal and non-verbal trainings in order to receive higher presentation-performance ratings. The participants were 37 college students divided into two groups. The first group received a verbal-skill training followed by a nonverbal-skill training while the second group received the trainings in the reverse order. After the training session, presentations by the participants were video-taped for evaluation. The recordings were rated in terms of four aspects: Organization, Language, Delivery, and Central Message by the experts as well as the participants themselves. It was found that experts' evaluations of presentation skills in four aspects for both groups improved after the verbal and non-verbal trainings. There was no difference in improvement between the two groups. On the other hand, the self-evaluation score except for Facial Expression and Body Language under the categorization of Delivery improve even after the training session. The present results suggested that the order of verbal and non-verbal trainings had little effect on the amount of improvement in presentation skills.