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16 results on '"Shigeta, Katsusuke"'

1. Promoting Students’ Pre-class Preparation in Flipped Classroom with Kit-Build Concept Map

Author

Hayashi, Yusuke, Aikawa, Yuta, Kawaguchi, Yuki, Sha, Huazhe, Sugiura, Mayumi, Shigeta, Katsusuke, Hirashima, Tsukasa, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Wang, Ning, editor, Rebolledo-Mendez, Genaro, editor, Dimitrova, Vania, editor, Matsuda, Noboru, editor, and Santos, Olga C., editor

Published
2023
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5. Decision Support System with Institutional Research: A Student-Centered Enrollment Advising System

Author

Matsuda, Takeshi, Watanabe, Yuki, Shigeta, Katsusuke, Kondo, Nobuhiko, Kato, Hiroshi, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Yamamoto, Sakae, editor, and Mori, Hirohiko, editor

Published
2020
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8. Cognitive changes with psychomotor skill acquisition through blended learning among nursing students : A qualitative study

Author

1000010646805, Yoshida, Yuko, 1000060576180, Uno, Tomoko, Tanaka, Hiroaki, Hakosaki, Itsuka, Shigeta, Katsusuke, 1000050250519, Yano, Rika, 1000010646805, Yoshida, Yuko, 1000060576180, Uno, Tomoko, Tanaka, Hiroaki, Hakosaki, Itsuka, Shigeta, Katsusuke, 1000050250519, and Yano, Rika

Abstract

Aim: This study described nursing students' cognitive changes as they acquire psychomotor skills through blended learning.Background: Deliberate practice, including feedback from teachers, is vital for acquiring psychomotor skills. Blended learning, a program that allows students to deepen their learning and improve their skills even when students and faculty are physically separated has attracted significant attention in recent years. Although blended learning has been used for learning in the cognitive domain, no study has examined its effectiveness in the acquisition of psychomotor skills. Understanding how students' cognition changes as they acquire skills in a blended learning environment could be a valuable resource for effective teaching.Design: An inductive, qualitative description approach was adopted.Methods: The program involved a basic nursing skill: making an occupied bed. Eleven second-year nursing students participated. The participants attended face-to-face lectures and e-learning courses comprising self -study content that was designed for easy and frequent reference. Students practiced for a skill test, which was conducted one month after the first lecture. Two interviews were conducted approximately one month apart. Before each interview, the participants' current practices were videotaped. During the interviews, they explained their thought processes and conscious awareness of their actions as they watched the videos. This study was conducted between April and May 2019.Results: Six categories related to changes in participants' cognitive processes while acquiring the skill of making an occupied bed were identified: feeling that it is easy to acquire, practicing without much thought, real-izing the difficulty in translating thoughts into practice, experiencing a sense of purpose in each technique, gaining a perspective to evaluate one's skills, and developing one's unique approach.Conclusions: In a blended learning environment, where a practice en

Published
2022

9. Open Educational Resources’ Development, Utilization, and Offering at Hokkaido University : Activity at the Center for Open Education

Author

SHIGETA, Katsusuke

Abstract

本稿では、北海道大学における教育コンテンツ開発利用の現状について報告する。北海道大学高等教育推進機構に設置されたオープンエデュケーションセンターでは、同大学における教育改善を目的として、オープン教材（OER）の開発利用と一般公開を進めている。本稿ではオープンエデュケーションセンターの活動の概要と実績について報告する。, This paper examines the current state of Open Educational Resources’ (OER) development and utilization at Hokkaido University. The Center for Open Education was set up at the Institute for the Advancement of Higher Education, which promotes the development, use, and offering of OER for the purpose of improving education at the university. In this paper, the outline of activity and results of the Center for Open Education are described.

Published
2020

11. Discussion about the Course of Lectures on Distance Learning Environment -In Case of HyperMirror

Author

Nakazawa, Akiko, Shigeta, Katsusuke, and Okubayashi, Taiichiro

Abstract

本論文では，遠隔交流学習で用いられるICT（情報通信技術）のうち，左右反転した自己像と遠隔地の相手像とを同一画面上に重畳表示することで，まるで同じ空間にいるかのように対話できる「超鏡」を取り上げ，遠隔学習の授業設計をするにあたって重要である学習環境の理解を目指す研修について，Webサイトの活用を提案するとともに評価を行った．その結果，Webサイトが「超鏡」の理解に有効であることが確認された．加えて，Webサイトと「超鏡」の体験とで理解される内容に違いがあり，Webサイトのみでも理解できる特性と，体験することでより会得できる特性があることが明らかになった．これらを踏まえ，「超鏡」の学習環境の理解の支援について，Webを活用した情報提供と，手軽に「超鏡」を体験できる研修の複合システムを提案した．今後は，本論文を通じて提案した支援システムを構築し，効果を検証したい．, This paper focuses on HyperMirror—one of the distance learning environments—and discusses the course of lectures on HyperMirror. HyperMirror is a special type of videoconferencing system. In HyperMirror, everyone appears in the same video image; in other words, everyone appears as if they are in the same room. The characteristics of HyperMirror effect on distance learning. In addition, it is important to understand the characteristics of HyperMirror in order to plan the lesson utilizing HyperMirror. In this paper, first, we developed a Web site that provides information about HyperMirror and explains its characteristics. Second, we implemented a course of lecture combined with visiting the Web site and the experience of HyperMirror. To begin with, participants in this combined course visited the Web site and obtained information about HyperMirror. Next, they experienced HyperMirror. According to the questionnaire that the participants answered before visiting the Web site and after the experience, it was clear that the Web site was useful for understanding the characteristics of HyperMirror. However, some characteristics of HyperMirror were well understood by only the Web site, the others were understood better by the experience of HyperMirror. On the basis of these results, we believe that not only information about HyperMirror but also experience of HyperMirror should be available on the web.

Published
2010

12. Report of international distance learning for nutritional education between Japanese and Thai schoolchildren using HyperMirror

Author

YOSHIMOTO, Yuko S., primary, IMAI, Ako, additional, MUTO, Shimako, additional, FUJIKURA, Junko, additional, KATURAGI(IKEDA), Hiromi, additional, MAESAKO, Takanori, additional, SHIGETA, Katsusuke, additional, NAKAZAWA, Akiko, additional, OKUBAYASHI, Taiichiro, additional, ZAORSKI, Spence W., additional, MATSUKAWA, Hideya, additional, MORIKAWA, Osamu, additional, and BOONYARITICHAIKIJ, Surasak, additional

Published
2017
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14. Flipped Classroom.

Author

SHIGETA Katsusuke

Subjects
FLIPPED classrooms, INTERNET in education, COMPUTERS in education, TABLET computers, ACADEMIC achievement research
Abstract

Recently, a form of "Flipped Classroom" is already generating a lot of attention. Utilizing tablet PC, open educational resources (OER) and Internet, the practices Introducing Flipped Classroom Is spreading In an elementary and secondary education. Flipped Classroom is expected to improve student outcomes. This article explains a brief overview of Flipped Classroom and dissemination of Information technology which assists Its Introduction. In addition, It explains the possibilities and challenges for its integration In a real-world classroom situation. [ABSTRACT FROM AUTHOR]

Published
2014
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Author

Nakazawa, Akiko, Shigeta, Katsusuke, Okubayashi, Taiichiro, Nakazawa, Akiko, Shigeta, Katsusuke, and Okubayashi, Taiichiro

Abstract

This paper focuses on HyperMirror—one of the distance learning environments—and discusses the course of lectures on HyperMirror. HyperMirror is a special type of videoconferencing system. In HyperMirror, everyone appears in the same video image; in other words, everyone appears as if they are in the same room. The characteristics of HyperMirror effect on distance learning. In addition, it is important to understand the characteristics of HyperMirror in order to plan the lesson utilizing HyperMirror. In this paper, first, we developed a Web site that provides information about HyperMirror and explains its characteristics. Second, we implemented a course of lecture combined with visiting the Web site and the experience of HyperMirror. To begin with, participants in this combined course visited the Web site and obtained information about HyperMirror. Next, they experienced HyperMirror. According to the questionnaire that the participants answered before visiting the Web site and after the experience, it was clear that the Web site was useful for understanding the characteristics of HyperMirror. However, some characteristics of HyperMirror were well understood by only the Web site, the others were understood better by the experience of HyperMirror. On the basis of these results, we believe that not only information about HyperMirror but also experience of HyperMirror should be available on the web.

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Author

Nakazawa, Akiko, Shigeta, Katsusuke, Okubayashi, Taiichiro, Nakazawa, Akiko, Shigeta, Katsusuke, and Okubayashi, Taiichiro

Abstract

This paper focuses on HyperMirror—one of the distance learning environments—and discusses the course of lectures on HyperMirror. HyperMirror is a special type of videoconferencing system. In HyperMirror, everyone appears in the same video image; in other words, everyone appears as if they are in the same room. The characteristics of HyperMirror effect on distance learning. In addition, it is important to understand the characteristics of HyperMirror in order to plan the lesson utilizing HyperMirror. In this paper, first, we developed a Web site that provides information about HyperMirror and explains its characteristics. Second, we implemented a course of lecture combined with visiting the Web site and the experience of HyperMirror. To begin with, participants in this combined course visited the Web site and obtained information about HyperMirror. Next, they experienced HyperMirror. According to the questionnaire that the participants answered before visiting the Web site and after the experience, it was clear that the Web site was useful for understanding the characteristics of HyperMirror. However, some characteristics of HyperMirror were well understood by only the Web site, the others were understood better by the experience of HyperMirror. On the basis of these results, we believe that not only information about HyperMirror but also experience of HyperMirror should be available on the web.

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