大規模オープンオンライン講義における教育的介入がピア評価の質的改善に及ぼす効果に関する実証的研究

京都大学0048新制・課程博士博士(教育学)甲第21987号教博第240号新制||教||186(附属図書館)京都大学大学院教育学研究科教育科学専攻(主査)教授 飯吉 透, 教授 楠見 孝, 准教授 酒井 博之学位規則第4条第1項該当Doctor of Philosophy (Education)Kyoto UniversityDGA

Creating an International Collaborative MOOC on University Social Responsibility

In 2018 the universities in the University Social Responsibility Network (USRN) embarked on the ambitious project of creating a collaborative Massive Open Online Course (MOOC), aiming to raise awareness of the concept of University Social Responsibility (USR), boost the visibility of the achievements and social impacts of its members, and promote effective strategies for design and implementation of the universities’ civic engagements. Based on the Network Theory and organizational behavior analysis, the following pages depict the production process as a collaborative MOOC, how participation from USRN members was secured, and how each institution’s unique approach and share to the project was stitched together into a cohesive project. The paper describes the joint nature of the project, challenges faced, lessons learned, and tips for success in joint projects for MOOC creation as well as for USR policy making and implementation.Educatio

<Research Papers>Prize as a Group Achievement: Incentivizing Accurate Peer Grading in MOOC

Peer assessment is the most widely applicable method of assessing students' open-ended assignments in MOOC. However, one of the most glaring problems with this type of assessment is lack of credibility of the grades. This study took a novel approach by using prize as an incentive to improve peer grading accuracy among MOOC learners, analyzing peer grading agreement, time spent on grading, and learners' perception of the grades. The results indicated that although the Virtual Prize Group (VPG) mechanism did not have any effect on improving peer grading agreement, it encouraged peer graders to spend more time on the grading activity. Also, most learners expressed their overall satisfaction with their grades and perceived them as fair. Finally, we provide directions for future research on increasing the quality of peer assessment through implementing similar attempts such as the one introduced in this paper

<III>ICTの教育的活用

1. オープンコースウェア(OCW)2. KyotoUx : 大規模オープンオンライン講義(MOOC)3. KoALA : 学内向けオンライン講義(SPOC)4. 教育コンテンツ活用推進委員会5. MOST(オンラインFD支援システム)6. ICT活用教育のためのポータルサイト(CONNECT)7. 高大接続を促進するためのポータルサイト(KNOT)8. 高校生向けオンライン講義と受講者を対象としたワークショッ

<III>ICTの教育的活用

1. オープンコースウェア(OCW)2. KyotoUx : 大規模オープンオンライン講義(MOOC)3. KoALA : 学内向けオンライン講義(SPOC)4. 教育コンテンツ活用推進委員会5. MOST(オンラインFD支援システム)6. ICT活用教育のためのポータルサイト(CONNECT)7. 高大接続を促進するためのポータルサイト(KNOT