Active Learning in Japan: Breaking Barriers at Individual, Institutional, and Policy Levels

Autor/inn/en	Ito, Hiroshi; Takeuchi, Shinichi
Titel	Active Learning in Japan: Breaking Barriers at Individual, Institutional, and Policy Levels
Quelle	In: Policy Futures in Education, 19 (2021) 8, S.950-967 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ito, Hiroshi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/1478210321999933
Schlagwörter	Active Learning; Teaching Methods; Educational Policy; Foreign Countries; Employment Potential; College Faculty; Undergraduate Students; Teacher Attitudes; Teacher Surveys; Individual Characteristics; Knowledge Level; Skill Development; Behavior Theories; Japan + Suchen Sie Ihr Suchwort? Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Ausland; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Fakultät; Lehrerverhalten; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Wissensbasis; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Active learning has emerged as a means of developing generic employability skills that enable students to prepare for an uncertain future. In this context, many universities have encouraged their instructors to practice active learning. While some scholars indicate challenges with adopting this approach, few empirical studies have examined perceptions of instructors related to its application. This current study addresses this research gap--how instructors perceive the issues regarding the application of active learning--by surveying 157 instructors from across numerous institutions in Japan. Identifying issues at the individual level is important because it can provide guidance for institutional managers and policymakers on the strategies necessary for effective implementation of active learning. While the findings of this study largely confirm those of the extant literature, they also revealed which issues are more pertinent than others. Japanese instructors did not adopt active learning because they were indifferent and reluctant toward active learning and prioritized students' knowledge acquisition over application. We conclude with a discussion of the findings and suggestions to address the perceived issues in implementing active learning at all levels, using the theory of planned behavior. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01