研究者詳細 - 小林　博典

論文 - 小林　博典

分割表示 36 件中 1 - 20 件目／全件表示 >>

小林博典,山口　耕,弓削聖一

宮崎大学教育学部附属教育協働開発センター研究紀要 ( 第33号 ) 19 - 33 2025年3月

担当区分：筆頭著者,　責任著者記述言語：日本語掲載種別：研究論文（大学，研究機関等紀要）

本研究は，教員のICT活用における自律性を支援するための，ID理論に基づく遠隔教員研修モデルの開発および評価を行うことを目的とした．本研究では，マイクロラーニングと遠隔教育システムを活用することにより，教員がGIGAスクール構想後の新しい知識・スキルについて，ニーズに応じた学びの展開を可能とし，教材や教育方法を共有できる機会を保障するとともに，遠隔地にあっても効率的に学ぶことができるようにした．開発したモデルを運用した結果，ICT活用についての動機づけを高め，操作スキルの向上や具体的な授業で活用する力の習得につながるなど，自律性を支える効果が示された．開発したモデルには，実際の授業への還元や研修後の変容の様子が捉えられるシステムを組み込むことができ，今後の研修の質向上における手がかりを得られることが確認された．

ゲーミフィケーションを取り入れた学習活動の教育実践 -Kahoot!の活用に着目して- 査読あり

小川智博,下田航,小林博典

Proceedings of the CIEC Spring Conference 2025 ( Vol.16 ) 50 - 54 2025年2月

担当区分：最終著者記述言語：日本語掲載種別：研究論文（学術雑誌）出版者・発行元：コンピュータ利用教育学会

本研究では，小学校における Kahoot!の活用によるゲーミフィケーションを取り入れた学習活動の教育実践を行い，その教育的価値を評価し，得られた知見を考察することを目的とした。実践の考察にあたっては，自由記述の内容をもとに，導入前後の比較を行い，その変化を分析した。結果，児童は楽しみながら学習に取り組むだけでなく，学ぶことの意義を理解し，自分の学びを自発的に活用する能力を高めるとともに，学習活動の中で成功体験や達成感を促進する一助となる可能性が示唆された。とりわけ，学習意欲が低い傾向にあった児童の学習態度や行動にもポジティブな変化が表れるなど，学習活動を支援するツールとしての可能性が確認された。

豊かなWell-beingを育むための小学校プログラミング教育の実践と評価査読あり

小林博典，久木元成行

臨床教科教育学会誌第24巻 ( 第1号 ) 1 - 10 2024年10月

担当区分：筆頭著者,　最終著者,　責任著者記述言語：日本語掲載種別：研究論文（学術雑誌）出版者・発行元：臨床教科教育学会

　本研究では，小学校の児童に対し，豊かなWell-beingを育むためのプログラミング教育を実践し，その評価を行うことを目的とした。そのために，教員養成を担う大学が，小学校と連携してプログラミング教育の教材開発を行い，「授業自体が児童にとってWell-being」であり，かつ「社会全体のWell-beingを創造する活動」を展開できるように，教授法の改善や授業実践を支援した。結果，教材開発の有効性が確認され，児童は，学習をとおして自己効力感や自己成長を実感でき，自信を高めることができるなどWell-beingの向上に有効な手立てであったことが確認された。

大学生ボランティアの介入による小学校プログラミング教育の実践と評価査読あり

小林博典，新垣敬子

コンピュータ利用教育学会学会誌（CIEC2024）コンピュータ＆エデュケーション ( 56号 ) 50 - 55 2024年6月

担当区分：筆頭著者,　最終著者,　責任著者記述言語：日本語掲載種別：研究論文（学術雑誌）

　本研究では，小学校のプログラミング教育に焦点を当て，プログラミング学習用のIoT教材を活用し，原理や仕組みの理解とともに，実生活との関連への認識を高めるための体験活動をベースにした授業パッケージを開発した。本研究は，この授業パッケージを用いた授業実践が，児童の動機づけに与えた教育効果について検証するとともに，参加した大学生ボランティア自身にもたらされた学びについて明らかにすることを目的とした。結果，児童は，学習した知識・技能を社会的文脈に適用できないか検討するなど，尺度として用いたARCS動機づけモデルの関連性の項目が有意に向上するとともに，自信を高め，やりがいを実感できるようになるといった効果が示された。さらに，実践に参加した学生は，児童や教師との相互作用を介した実践的な学びや，教育手法及び教材の開発に関する多角的な視点からの学びを，包括的に修得できるようになる可能性が示唆された。

マイクロラーニングと遠隔教育システムによる教員のICT活用研修に関する研究査読あり

小林博典

明星大学大学院教育学研究科博士論文（教育研甲第C-12号） 1 - 168 2023年3月

担当区分：筆頭著者,　最終著者,　責任著者記述言語：日本語掲載種別：学位論文（博士）

Research on Utilizing Microlearning and Distance Learning Systems for Teacher ICT Training

Thesis Abstract

The purpose of this study was to construct a training model to support learner autonomy and interactive involvement in ICT training via e-learning. In conducting the training, we wanted to emphasize the process of grasping the needs and actual conditions of learners for training, and designing, developing, implementing, and evaluating the necessary training contents, and we adopted the framework of a systematic approach based on the ADDIE model of Instructional Design (ID) theory. The ADDIE model of ID (Instructional Design Theory) is a systemic approach to training.
As of the year 2022, society surrounding schools is said to be in the midst of the Society 5.0 era of change, and changes in the ICT environment in education are accelerating. Training is considered to be important for teachers to practice classes using ICT, and trial and error is being repeated. On the other hand, as a challenge for teacher training using ICT in Japan, it has been shown that measures to support in-school training through on-the-job training and to enable teachers to overcome the barriers that are worrisome for professional development through off-the-job training are not sufficient. Therefore, it is necessary to design training programs that guarantee teachers' professional learning and enable teachers to fully develop their teaching with ICTs. Therefore, this study summarizes the actual conditions and issues in these ICT-based teacher training, and focuses on e-learning through micro-learning to promote individual learning and distance education system to overcome the time and distance limitations as a measure to overcome the issues.
In this study, we decided to focus on the intersection of the two academic fields of e-learning in teacher education and educational technology, and in Chapter 1, we reviewed previous studies in the two academic fields. As a result, the issues in the field of teacher education were summarized into three categories: (1) smooth provision of resources necessary to support the autonomy of individual teachers, (2) provision of participatory learning by devising forms of teacher training, and (3) development of a research environment for training teachers to use ICT. The issues of e-learning in the field of educational technology are (1) provision of e-learning that enables learners to maintain their concentration, (2) provision of e-learning that takes interactive communication into consideration, (3) support for operation methods necessary for implementing e-learning, and (4) consideration for the environment for learners to use e-learning, such as efficient provision of video materials. (4) Consideration for the environment in which learners use e-learning, such as efficient provision of video materials, and (5) Ingenuity and ingenuity in consideration of psychological distance when using distance education systems. Based on these issues, we believe that the problem lies in "how to support learner autonomy and interactive involvement in ICT training via e-learning," and we decided to pursue this issue in this study.
On the other hand, we focused on ID theory in Chapter 2 based on the idea that it is essential to have a framework that allows us to view the entire training system, including the design and development of training, whether evaluation of results and issues is sufficient, and whether improvement measures to solve issues are appropriate. According to previous studies, it is essential to view the learning aimed at by ID in terms of "effectiveness," "efficiency," and "attractiveness. In this study, we organized them as follows, based on the problems in ICT utilization training. Effectiveness" is defined as the ability to support learner autonomy and interactive involvement, which leads to results such as the willingness to use the knowledge acquired after the ICT training to improve the class. Efficiency" is defined as the ability of both the learners and the training provider to make the training more efficient. Furthermore, "attractiveness" is related to the "image of teachers who continue to learn," and is considered to be the motivation to continue learning and to realize a sense of achievement. Thus, we decided to review the traditional approach to training and its methods by considering the entire training program from the perspective of ID theory. In this study, we focused on the ADDIE model, which is a more refined version of the "Plan-Do-See cycle" and is regarded as a basic model for many ID programs. The ADDIE model emphasizes the process of designing, developing, implementing, and evaluating the necessary training content. However, simply applying the model alone will not be effective. Therefore, three cases were selected for this study to be used as a method to clarify the purpose of training.
The cases covered in this study are: a case in which microlearning e-learning was introduced for face-to-face training of teachers in programming education (Chapter 4); a case in which microlearning e-learning was introduced for learning activities conducted during measures against new coronavirus infection (Chapter 5); and a case in which microlearning e-learning and distance learning system e-learning were "fused" for training in operating the class support system in the GIGA school concept (Chapter 6). (Chapter 6), and a case in which e-learning by micro-learning and e-learning by a distance learning system were "fused" for training in the operation of a class support system in the GIGA school concept. In developing the training model, all cases were viewed from the framework of a systematic approach based on the ADDIE model of ID. In the case study in Chapter 4, the micro-learning e-learning model was shown to be effective in enabling participants to relearn what they had learned in the face-to-face training, to share necessary materials with each other, to learn efficiently at their own pace through repeated viewing, and to promote the formation of collegiality as a group. In the case study in Chapter 5, the results of the emergency declaration for the new coronavirus infection showed significant improvements in learning acquisition and other measures to support learning activities, even when face-to-face implementation was difficult. Thus, the two cases suggest the effectiveness of microlearning to support learner autonomy in learning via e-learning. On the other hand, these cases did not answer the question of interactive engagement. Therefore, in Chapter 6, we attempted to design a training model for interactive engagement by integrating microlearning and e-learning via distance learning system to design a participatory training program that takes communication into consideration. We believe that there were several factors that made it difficult to address this type of integrated training in conventional teacher training. Specifically, there were issues related to image and sound quality, infrastructure and hardware, and equipment specifications. However, as of 2022, when the GIGA School concept is being promoted, these environments are being improved. Considering the changes in social events in the Society 5.0 era, it is not difficult to integrate training programs. As a result, we decided to conduct a training program that combines these two training programs to solve the problem. As a result, we found that the integrated training led to the students' vitality to utilize the results of the training in their own classes, that they tried to improve their skills by repeatedly conducting e-learning through microlearning, that they actively checked their practices with teachers from other schools, and that they learned from each other and from other students. The results of the study showed that the students were trying to improve their skills through e-learning by microlearning many times, and that they were actively checking with teachers at other schools to see how they were doing. Thus, we were able to demonstrate the value of the uniqueness of this study, and were able to construct a training model to support learner autonomy and interactive involvement in ICT utilization training via e-learning, as indicated as the objective of the study.
This study has academic significance in the following three respects. First, microlearning, which promotes individual learning, was implemented to support learner autonomy in training using video materials. Microlearning is an e-learning system that is suitable for practical use because it allows learners to learn efficiently while sharing materials through familiar devices such as smartphones, and learners can not only learn in a short time at their convenience, but also easily share materials. Furthermore, it was effective not only for the learners, but also for those who conducted the training, in that they could film, edit, and provide the materials using familiar equipment and terminals. Second, in addition to microlearning e-learning, which was the first academic significance of this study, e-learning was "integrated" with distance education system e-learning. By integrating the two, it is possible to provide a place for learning as individual learning by microlearning before and after the training. For learners who are unable to attend face-to-face training sessions due to time and distance limitations, an environment that allows them to attend training sessions efficiently can be created. Furthermore, by guaranteeing a place to actively engage in dialogue and communication, it is possible to support the emotional aspects of the learners and to interact with them in an interactive manner. In this way, we were able to demonstrate the uniqueness of the training as an interactive training program while supporting the autonomy of the learners. Third, the ADDIE model of ID was used to construct a training model by pursuing a framework that captures the entire training system from a bird's eye view. This allows for iterative evaluation of each process at any time, and thus allows for improvements to be made in the course of the originally planned method. The micro-learning e-learning system introduced in this study can be modified and added to the teaching materials, suggesting that it is a learning method suitable for adapting flexibly according to the learner's actual situation. In this study, we were able to construct a training model that supports learner autonomy and guarantees interactive learning "anytime," "anywhere," and "by anyone" in ICT training via e-learning. However, there are some remaining issues in this study, and further deepening of the research is required.

Addition of the Correlation Index Between the Health Status and Calculation Performance to a Learning Condition Diagnosing System 査読あり国際誌

Masahiro Nagai, Hironori Kobayashi, Noriyuki Matsunami

Society for Information Technology and Teacher Education （SITE）2024　35th International Conference（March 25-29） 2024年3月

記述言語：英語掲載種別：研究論文（国際会議プロシーディングス）

Guidance for living considers problems such as moral or ethical issues, and pro- or anti-social behaviors. Since the COVID-19 pandemic, students are struggling to adapt to their new lifestyles, reporting increased mental stress and physical ailments. Consequently, we developed and evaluated the “E-health Observation System” to swiftly and effectively assess the students’ physical and mental well-being for utilization in guiding their daily lives. Through e-health observations, a correlation emerged between the physical and mental status, as well as learning performance. Therefore, we refined the “Learning Condition Diagnostic System” (LCDS), which includes diagnoses of learning conditions based on e-health observation data, including mental and physical conditions, as well as calculation task performance. In this study, we aimed to reconfirm our previous research findings through additional experimentation and incorporate a feature into the LCDS that presents correlation information between students' physical and mental states, as well as their performance in calculation tasks, enabling teachers to utilize this information effectively.

マイクロラーニングと遠隔教育システムを融合した教員研修の開発と評価－GIGAスクール構想におけるICT活用研修を事例として－査読あり

小林博典 , 野邊孝大, 北澤武

教育情報研究 38 ( 2 ) 19 - 28 2023年2月

担当区分：筆頭著者,　責任著者記述言語：日本語掲載種別：研究論文（学術雑誌）出版者・発行元：日本教育情報学会

本研究では，GIGAスクール構想の実現に向けたICT活用研修について，マイクロラーニングと遠隔教育システムを融合した教員研修プログラムを開発した．授業支援システムの利活用を取り上げ，授業で即実践につながることを意図した内容の短時間の解説動画を視聴して学ぶマイクロラーニングと，各自のタブレットやノートパソコン等の端末を操作してもらいながら学ぶことができる遠隔教育システムを組み合わせた教員研修を計画し，現職教員と教職大学院生らを対象として実施した．研修の前後で行った質問紙調査の結果から，「授業支援システムを活用することにより，教員の負担が減らせる」という認識や，「児童生徒の判断力・表現力は高まる」という認識が向上する可能性が示唆された．

DOI： https://doi.org/10.20694/jjsei.38.2_19

遠隔授業で「教える側」の視点に立ったマイクロラーニングによる意識の変化ー新型コロナウイルス感染症対策時の教職大学院新入生に対する取組からー

小林博典

宮崎大学教育学部紀要 ( 99 ) 19 - 33 2022年8月

担当区分：筆頭著者,　最終著者,　責任著者記述言語：日本語掲載種別：研究論文（大学，研究機関等紀要）出版者・発行元：宮崎大学教育学部

本研究では，教職大学院新入生を対象に，新型コロナウイルス感染症対策として，全ての授業で実施することとなった遠隔授業に対して，「教える側」の視点に立ったマイクロラーニングを実施することにより，遠隔授業に対し，どのような意識が変化するかについて明らかにすることを目的とした。まず，調査のために実施した質問紙調査結果について因子分析を実施したところ，「操作・技能に対する自信」，「心情」，「負担感・緊張感の緩和」，「関心・意欲」，「遠隔教育システムに対する期待感」，「学習環境」，「研修」の因子が抽出された。次に，因子ごとに遠隔授業実施前，授業開始1 か月後，マイクロラーニング実施後の計３回の質問紙調査結果について，多重比較にて分析した。結果，マイクロラーニング実施後は，「心情」，「負担感・緊張感の緩和」，「遠隔教育システムに対する期待感」の３つの因子について有意な向上が確認された。

プログラミング教育における対面研修とマイクロラーニングを融合した教員研修の開発と効果の検証査読あり

小林博典,新地辰朗

臨床教科教育学会誌2021 20 ( 2 ) 61 - 68 2021年3月

担当区分：筆頭著者,　責任著者記述言語：日本語掲載種別：研究論文（学術雑誌）

本研究では，スマートフォンなどの身近なデバイスを活用して，学習者の都合のよい時間に，短い動画を閲覧しての学びをマイクロラーニングと定義し，対面による研修の補完をする目的で，プログラミング教育に関わる教員研修に導入することにより，対面研修とマイクロラーニングを融合した教員研修を開発した。研修前後で実施したアンケート結果を，対応のあるt検定により，それぞれの項目について，平均値の差異を比較するとともに，事後アンケートの自由記述から読み取れる成果と課題について分析した。結果，対面研修とマイクロラーニングを融合した研修によって，研修受講者のプログラミング教育に関する「基本的な知識の習得」や「授業構想力」，「不安感の低減」について効果が確認された。

On-the-Job Training System to Support Gifted School Activities for In-Service Teachers with Online Video Conferencing 査読あり国際誌

Hironori Kobayashi , Masahiro Nagai , Nobumoto Higuchi

Handbook of Research on Software for Gifted and Talented School Activities in K-12 Classrooms(Chapter17) IGI-Global 370 - 400 2019年12月

担当区分：筆頭著者,　責任著者記述言語：英語掲載種別：研究論文（学術雑誌）

In-service teacher training is conducted at schools in Japan to address various educational challenges with the aim of enriching on-the-job training (OJT) at schools through teacher collaboration and off-the-job training (Off-JT) outside of schools. However, in Miyazaki prefecture, OJT does not function well at remote schools or small schools in the mountains, and various conditions make it difficult for teachers to participate in training outside the school premises, even if they would like to. In this chapter, the authors propose a support system that aims to revitalize OJT/in-school training through the effective use of video conferencing technology, and a support system for Off-JT/out-of-school training through the construction of a new training system. This chapter introduces excellent initiatives at small schools in the mountains that make use of the authors' training system. The authors believe this training system can offer many important insights into how teachers are trained in developing countries and numerous countries with various geographic issues.

DOI： 10.4018/978-1-7998-1400-9

その他リンク： https://miyazaki-u.repo.nii.ac.jp/?action=pages_view_main&active_action=repository_view_main_item_detail&item_id=6035&item_no=1&page_id=13&block_id=21

Implementation of an E-Health Observation System Employing Student Self-Checks 査読あり国際誌

Masahiro Nagai, Noriyuki Matsunami, Hironori Kobayashi, Yoshiya Morimoto, Masashi Yamada

Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA (Society for Information Technology & Teacher Education International Conference, Mar 18, 2019 in Las Vegas, NV, United States) 2019年5月

記述言語：英語掲載種別：研究論文（国際会議プロシーディングス）

The concept “guidance for living” is used in schools in Japan to direct students to make moral and ethical decisions and promote prosocial behavior. However, attempts to provide this guidance places a heavy burden on teachers, who may find it difficult to observe and guide all students adequately. To ease this burden, the student health observations and student diaries maintained by many Japanese schools could be digitized. Therefore, we developed and tested an E-Health observation system for three months in a Japanese elementary school. We found the system quickly and easily gathered and shared information on students’ psychological and physical health with teachers, allowing them to use this information to provide living guidance. Furthermore, we found students performed better on calculation tests when they reported no psychological problems. Long-term implementation of the E-Health system is required so that its classroom applicability can be considered.

ICTを活用した単元内自由進度学習における自己調整能力に関する研究 ―小学校４年生算数科の実践を通して―

片平貴之,小林博典

宮崎大学教育学部附属教育協働開発センター研究紀要 ( 第33号 ) 11 - 18 2025年3月

担当区分：最終著者,　責任著者記述言語：日本語掲載種別：研究論文（大学，研究機関等紀要）

本研究は，小学校算数科においてICTを活用した単元内自由進度学習を行い，児童の自己調整能力に対する効果を検証することを目的とした。結果，事前と事後で，算数の学習に対する「動機づけ」と，学習の振り返りにおける「メタ認知」に関する項目が有意に向上した。また，児童の授業の振り返りにおける記述内容を分析した結果，単元内自由進度学習によって，児童が自ら学習状況を確認し，意欲的に学習を進められるようになる可能性があることが示唆された。さらに，ICTを活用することにより，教師が児童の進度と習熟度を効率よく，かつ容易に把握することができるといった効果が確認された。

主体的な学びをひらくマルチメディア活用の実践～理科における横断的，総合的アプローチによる「生きる力」の育成～査読あり

小林博典

第11回松下視聴覚教育研究賞入選論文集（森戸賞） 41 - 54 2001年5月

担当区分：筆頭著者,　責任著者記述言語：日本語掲載種別：研究論文（その他学術会議資料等）

小学校中学年の国語科における ICT・思考ツールの活用に関する研究

米満直哉，小林博典

宮崎大学教育学部紀要 ( 101 ) 181 - 190 2023年9月

担当区分：最終著者掲載種別：研究論文（大学，研究機関等紀要）

中学校英語科における言語活動の更なる充実に向けた遠隔授業の可能性の追究－インストラクショナルデザインに基づく授業設計を通して－

塩月一恵, 小林博典, 興津紀子

宮崎大学教育学部附属教育協働開発センター研究紀要 ( 31 ) 13 - 26 2023年3月

担当区分：責任著者記述言語：日本語掲載種別：研究論文（大学，研究機関等紀要）出版者・発行元：宮崎大学教育学部附属教育協働開発センター

An Attempt at Elementary School Level Programming Education Utilizing Wasan, Traditional Japanese Mathematics 査読あり国際誌

Tatsuhiro Tamaki, Atsushi Onishi, Hironori Kobayashi, Yasuo Uchida

International Journal of Education and Pedagogy, 4th Penang International Conference on Multi-Disciplinary Research 2022 : PENANG, Malaysia 241 - 252 2022年9月

記述言語：英語掲載種別：研究論文（国際会議プロシーディングス）出版者・発行元：International Journal of Education and Pedagogy

In September 2020, the Subcommittee on Mathematics Education of the Science Council of Japan released a report entitled “Guidelines for Information Technology Education Curriculum Design: From Elementary to Higher Education”. This report discussed and outlined what should be studied in informatics at each level of primary, secondary, and higher education, from general subjects to specialized basic subjects. Regarding programming, it is expected that students gain basic programming experience in elementary schools, progress to logical thinking and code building in junior high schools, and learn problem-solving, systems, and other practical aspects of programming in high schools. We previously proposed and tried to establish a six-step method, a method of learning programming for a high school level.
Based on the findings and awareness of the issues raised in our previous study, this study aims to develop a teaching and learning method that focuses on Japan’s outstanding wasan (traditional Japanese mathematics) culture and combines it with programming for primary education. As a first step, we held a programming experience session using wasan as a theme and conducted a questionnaire survey of the participants to discuss issues for future development.

ICTを活用したフローチャートの作図とプログラミング教材の動作確認を往還させた課題解決学習による効果

甲斐尚和, 小林博典

宮崎大学教職大学院年報 ( 2 ) 2 - 11 2022年6月

担当区分：最終著者記述言語：日本語掲載種別：研究論文（大学，研究機関等紀要）出版者・発行元：宮崎大学教育学研究科教職大学院

その他リンク： http://www.miyazaki-u.ac.jp/edu/graduate/nenpou.html

教職実践基礎コースとの接続を視点としたカリキュラムの改善

竹内元, 湯田拓史, 遠藤宏美, 小林博典, 盛満弥生, 深見奨平, 野邊孝文, 椋木香子

宮崎大学教職大学院年報 ( 2 ) 48 - 51 2022年6月

記述言語：日本語掲載種別：研究論文（大学，研究機関等紀要）出版者・発行元：宮崎大学教育学研究科教職大学院

その他リンク： http://www.miyazaki-u.ac.jp/edu/graduate/nenpou.html

教員研修や校内研修の充実に関する基礎的研究プロジェクトランチタイムFDの実践

竹内元, 小林博典, 幸秀樹