@article{oai:ryotokuji-u.repo.nii.ac.jp:00000352,
 author = {上岡, 尚代 and kamioka, Naoyo and 大澤, 裕行 and Oosawa, Hiroyuki and 野田, 哲由 and Noda, Tetsuyoshi and 橋本, 和幸 and Hashimoto, Kazuyuki and 神長, まどか and Kaminaga, Madoka and 田辺, 達磨 and Tanabe, Tatsuma},
 issue = {12},
 journal = {了德寺大学研究紀要, The Bulletin of Ryotokuji University},
 month = {},
 note = {本研究は，クリッカーと呼ばれる聴衆応答システムを柔道整復師国家試験対策授業に用い，効果検証を実施した．授業終了時に行ったアンケートの結果では，5つの質問項目間の平均値に有意差が見られた（p<.001）．下位検定の結果，クリッカーを使用した授業が通常の授業と比較して興味が持てたか．」の質問と「クリッカーを使用した授業が通常の授業と比較して積極的に参加できたか．」の2問に対して有意に高値を示した．教員によるアンケートからは，学生と教員の双方向で一体感が生まれ，楽しんで授業に参加する学生が増えると言う効果がみられた．その反面，回答のペースについていけない学生や，焦って解答する学生が存在した事が問題点としてあげられた．これらの問題を解決する為には，解説の時間を設け，問題数を少なくする必要性があった．更に，クリッカーを用いて授業の双方向性を向上させるためには，正答率の低い問題に対して解説の時間を増やすなどそれぞれのケースに対応する必要性が示唆された．, This research, we used an audience response system called Clicker for the Judo therapist national exam lesson class and conducted the effectiveness verification. Distributed a dedicated remote control to students in total of 6 classes in different grade levels, and responded to the simulation problem with a remote control button using PowerPoint. According to the results of the questionnaire at the end of class, there were many responses such as the fact that students were interested in tackling lessons and impressions were impressed on classes using clickers. Moreover, there was an effect that a sense of unity was created in both directions between students and faculty members, and that students enjoyed and participate in classes increased. On the other hand, students who can not follow the pace of answers and students who answered impatiently existed as problems. In order to solve these problems, it was necessary to set time for explanation and to reduce the number of problems. In addition, in order to improve the interactivity of the lesson using clickers, it was suggested that there was a need to respond to each case, such as increasing the time to explain the problem with a low correct answer rate.},
 pages = {41--47},
 title = {クリッカーを使用した双方向授業の効果についての検討},
 year = {2018},
 yomi = {カミオカ, ナオヨ and オオサワ, ヒロユキ and ノダ, テツヨシ and ハシモト, カズユキ and カミナガ, マドカ and タナベ, タツマ}
}