**5. Active learning and student learning**

Although MEXT report of 2008 [4] and 2012 [6] encourages the active learning methods into undergraduate education, there is a question whether or not active learning actually leads to learning outcomes of students. In this section, we will examine the relationship between experiences of active learning and learning outcomes through the student self-reported survey2 . Here, we will show the results of students' perception regarding the increase or decrease in analytic and problem-solving skills and critical thinking skills, oral presentation skills, and so on through the JCSS 2010. About 8300 students from national, public, and private four-year higher education institutions participated in this survey. Participating students' academic disciplines consists of humanities, social sciences, STEM, medical and nursing, and other fields.

For example, the percentage of students in both public/national universities and private universities who answered that their analytic and problem solving skills improved through the experience of "expressing my own thinking or research results in class" exceeded 70%

<sup>2</sup> Yamada continually conducted a set of student surveys called Japanese cooperative Institutional Research Program (JCIRP) since 2004. JCRIP has three different student self-reported surveys including Japanese Freshman survey (JFS), Japanese College Student Survey (JCSS) and Japanese Junior college Student Survey (JJCSS).

(the rate of students of national and public universities is 70.5%, and the rate of students of private universities is 75.9%). On the other hand, students who reported an improvement in analytic and problem-solving skills without having such experiences were less than 30% (the rate of students of national and public universities is 28.5%, and the rate of students of private universities is 24.2%).

The percentage of students who reported an improvement in "critical-thinking skills" through the experience of "finding literature and materials by oneself" was similarly high with a value around 80%. In concrete, 84.4% of students of public/nation universities and 78.9% of students of private universities showed the improvement in these skills. "presentation skills," and "acquisition of specialized or subject-specific knowledge" through the experience of "expressing my own thinking or research results in class" exceeded 70%. The methodologies of active learning can be seen to be an educational method that leads of students' proactive learning and to have a relationship to a certain extent with acquisition of learning outcomes related to skills belonging to university undergraduate academic abilities [2].

Is there any difference in teaching methods used between the disciplines? We compare the frequency of active learning methods used in a class between humanities and social sciences and STEM and medical sciences as shown in **Figure 2**.

The results reveal that students in the humanities and social sciences have more opportunities to "experience presentation of research and idea," "discuss in a class," and "decide the topic in a class" than students in STEM and medical sciences. It is assumed that the curriculum of STEM and medical sciences is more structured, and students are required to obtain large amount of knowledge through the curriculum than those of humanities and social sciences. However, it is pointed out that recently in order to promote active learning, flipped teaching style is encouraged to introduce in STEM and medical science classes.

Following the next section, the case study of graduate education program, which introduces the active learning methods in order to deal with the MEXT policy to accelerate the educa-

The New Movement of Active Learning in Japanese Higher Education: The Analysis of Active…

http://dx.doi.org/10.5772/intechopen.80836

49

In this section, we will present a case study focusing on active learning methods utilized in the University of Tsukuba's Empowerment Informatics graduate program in Japan. This program belongs to the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) Program for Leading Graduate Schools, which promotes educational reform and improvement to make Japanese Universities competitive at the top levels of education internationally. In particular for this study, we will examine the "Advanced Tutorial Studies: Debate class," a mandatory course utilizing an active learning instruction method. The fol-

**1.** The importance and value of active learning in the context of Japan and this program's

**2.** Details and characteristics of the specific course the leading graduate program it belongs to.

**3.** The learning outcomes of this particular active learning case study.

**6. Active learning and its outcomes: case study of a Japanese** 

tional reform of graduate program will be explored.

**Figure 2.** Frequency of active learning between academic disciplines.

**graduate program class**

lowing three points will be explained:

curriculum.

In addition to introducing active learning methods, it is important to establish environments so students can learn proactively and independently outside of classes. Such representative environmental design to support student active learning is spaces called "Learning Commons." The MEXT encourages universities to establish learning commons, and thus, many Japanese universities came to install learning commons, which are artificially designed environments, have the effect of encouraging engagement toward proactive learning.

Yamada points out that there are great expectations toward learning commons. However, we must not forget that there are limits to their effects through just design and facilities. We can expect synergy through their interactive use by faculty members and students. Furthermore, it is critical that faculty who are in charge of classes understand the significance of learning commons and design courses that combine learning both inside and outside the classroom by, giving assignments so students use learning commons [2].

So far, we delineated that Japanese higher education policy to promote the active learning in a class and examined active learning as teaching methods for students to lead to leaning outcomes in undergraduate education. However, not only undergraduate education but also graduate education is required to make educational reform, which leads to learning outcomes required in society through the active learning.

The New Movement of Active Learning in Japanese Higher Education: The Analysis of Active… http://dx.doi.org/10.5772/intechopen.80836 49

**Figure 2.** Frequency of active learning between academic disciplines.

(the rate of students of national and public universities is 70.5%, and the rate of students of private universities is 75.9%). On the other hand, students who reported an improvement in analytic and problem-solving skills without having such experiences were less than 30% (the rate of students of national and public universities is 28.5%, and the rate of students of private

The percentage of students who reported an improvement in "critical-thinking skills" through the experience of "finding literature and materials by oneself" was similarly high with a value around 80%. In concrete, 84.4% of students of public/nation universities and 78.9% of students of private universities showed the improvement in these skills. "presentation skills," and "acquisition of specialized or subject-specific knowledge" through the experience of "expressing my own thinking or research results in class" exceeded 70%. The methodologies of active learning can be seen to be an educational method that leads of students' proactive learning and to have a relationship to a certain extent with acquisition of learning outcomes related to

Is there any difference in teaching methods used between the disciplines? We compare the frequency of active learning methods used in a class between humanities and social sciences

The results reveal that students in the humanities and social sciences have more opportunities to "experience presentation of research and idea," "discuss in a class," and "decide the topic in a class" than students in STEM and medical sciences. It is assumed that the curriculum of STEM and medical sciences is more structured, and students are required to obtain large amount of knowledge through the curriculum than those of humanities and social sciences. However, it is pointed out that recently in order to promote active learning, flipped teaching

In addition to introducing active learning methods, it is important to establish environments so students can learn proactively and independently outside of classes. Such representative environmental design to support student active learning is spaces called "Learning Commons." The MEXT encourages universities to establish learning commons, and thus, many Japanese universities came to install learning commons, which are artificially designed

Yamada points out that there are great expectations toward learning commons. However, we must not forget that there are limits to their effects through just design and facilities. We can expect synergy through their interactive use by faculty members and students. Furthermore, it is critical that faculty who are in charge of classes understand the significance of learning commons and design courses that combine learning both inside and outside the classroom by,

So far, we delineated that Japanese higher education policy to promote the active learning in a class and examined active learning as teaching methods for students to lead to leaning outcomes in undergraduate education. However, not only undergraduate education but also graduate education is required to make educational reform, which leads to learning outcomes

environments, have the effect of encouraging engagement toward proactive learning.

skills belonging to university undergraduate academic abilities [2].

style is encouraged to introduce in STEM and medical science classes.

giving assignments so students use learning commons [2].

required in society through the active learning.

and STEM and medical sciences as shown in **Figure 2**.

universities is 24.2%).

48 Active Learning - Beyond the Future

Following the next section, the case study of graduate education program, which introduces the active learning methods in order to deal with the MEXT policy to accelerate the educational reform of graduate program will be explored.
