@article{oai:ryotokuji-u.repo.nii.ac.jp:00000512,
 author = {橋本, 和幸 and Hashimoto, Kazuyuki},
 issue = {16},
 journal = {了德寺大学研究紀要, The Bullentin of Ryotokuji University},
 month = {},
 note = {本研究は，コロナ禍で行われたオンライン授業と対面授業を大学生に評価させたものである．調査協力
者に，各授業の良かった点と悪かった点を自由記述で回答させた．この自由記述による回答を，KJ法を
参考に分類・整理した．この結果，【授業内容に集中できる】【授業内容に集中できない】【大学側に準備が
ある】【大学側に準備がない】【学生側の準備の問題】【人とのつながりがある】【人とのつながりがない】【ウイ
ルス感染リスク】【通学時間の問題】【なし】という10個の大カテゴリが抽出された．
カテゴリ同士の関係は次の通りであった．①対面授業に集中できると，他者とのつながり，大学の準備，
感染リスクが気にならなかった．②オンライン授業に集中できると，通学時間がいらないことや大学の準
備の悪さが気になった．今後の課題は，学部・学科や学年による共通点や相違点を把握するために，調査
協力者を増やすことであると考える．, This study evaluated online instruction and face-to-face instruction by university students in the spread of
COVID-19. The subjects answered and the good points and bad points of each lesson by free descriptions. These
free descriptions were classified and organized by K. J. technique. As a result, the following ten major categories
were established. They were “I can concentrate on the instruction”, “I can't concentrate on the instruction”, “There is
preparation on the university side”, “There isn’t preparation on the university side”, “Student are not ready”, “Interact
with others”, “No interaction with others”, “Infect with virus”, “Time to go to school”, “none”. In conclusion, the
study could be summarized in the two focuses. First, Students were less concerned about connecting with others,
preparing for college, and risking infection when they could concentrate on face-to-face lessons. Secondly, Students
were worried about not needing time to go to school and poor university preparation when they could concentrate on
online instruction. The future task is to increase the number of collaborators in the survey in order to understand the
commonalities and differences between faculties / departments and grades.},
 pages = {137--150},
 title = {コロナ禍にオンライン授業と対面授業の両方を受講した学生による授業評価},
 year = {2022},
 yomi = {ハシモト, カズユキ}
}