**1. Introduction**

In recent years, many Japanese universities and colleges have introduced the active learning method. The survey1 conducted by the MEXT (Ministry of Education, Culture, Sports, Science, and Technology) in 2015 shows that 41.6% of four-year universities and colleges provide the faculty development workshops for promoting active learning methods in a class as compared with that of 26.9% in 2013. At the same time, 70% of four-year universities and colleges responded that they examined to incorporate active learning method effectively into curriculum and also 66% responded that they endeavored to increase classes to introduce active learning methods [1].

The CCE report, published in 2008, was revolutionary in the sense that it confirmed this policy shift. Titled "Toward the Construction of Undergraduate Education," the report urged Japanese universities to set common learning outcomes for students of each institution as one method for quality assurance under globalization. In the same report, graduate attributes were utilized as a point of reference to recommend a common standard for learning outcomes. Also, universities are expected to integrate the life experiences of their students together with knowledge obtained from their classes in their undergraduate education [4]. The CCE Report of 2008 is recognized as the starting point for a higher education policy shift from emphasizing diversification and flexibility to one of quality assurance—the latter of which includes outcome assessments and a comprehensive reform plan. Such "quality assurance" has rushed higher education into establishing curricular programs, as well as pedagogical reforms, that have forced universities to adapt to the demands of universalization and the emergence of something resembling a global educational standard. In effect, the report demonstrates the need to clarify three policies in higher education for the sake of quality:

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

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

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The Central Education Council's 2012 [6] report "Toward the Qualitative Transformation of Undergraduate Education for the Future" recognized that reforms in university education to robustly equip students with the ability to face unpredictable times and remain viable form the foundation for solidifying students' lives and the future of Japan. Toward this end, the report stated that advancing qualitative changes in university undergraduate degree programs is essential. The conclusion of the Central Council for Education, released ahead of the report, recognized that proactive learning, meaning "the ability to proactively continue lifelong learning," is fostered through sufficient learning time. In other words, the starting point of establishing proactive learning by students is to secure sufficient learning time. In order to accomplish this, the report clarifies that universities have the responsibility to improve

The concept of active learning can be reflected in the learning theory developed by Bonwell and Eison in 1990s. They examined characteristics of active learning at the higher education level and clarified the nature of active learning based on the empirical research. In "Active Learning: Creating Excitement in the Classroom" [7], they defined that active learning as (1) students are more actively involved in class than listening lectures, (2) put more emphasis on the development of students' abilities and skills than delivering information, (3) students are involved in higher thought including analysis, integration and evaluation, (4) students are involved in activities such as reading, discussion, and writing, and (5) students can explore phenomena

Mizokami delineates that the concept of active learning is associated with learning paradigm [8]. Learning paradigm is often compared with teaching paradigm. While teaching paradigm is based on the concept that knowledge should be delivered from the faculty, learning paradigm is regarded as that learning is conducted on student-centered, and knowledge is

namely, those relating to diplomas, curricula, and admissions [5].

undergraduate degree programs, a new point in educational policy [2].

**3. Active learning as the pedagogy**

based on their own judgments and values.

There are two factors of rapid spread of active learning in Japanese higher education institutions. First factor is the paradigm transformation from teaching-centered to learning-centered. In the knowledge-based society today, the transition from knowledge attainment-based to new teaching and learning-based educational methods is a worldwide trend. Traditional knowledge transmission-based teaching is effective method for obtaining basic skills, standardized skills, a certain amount of knowledge, and adaptability. However, there is a shared recognition that knowledge transmission-based and memorization-based learning face limitations when it comes to traits such as diversity, creativity, sense of challenge, individuality, proactiveness, and leadership. It is pointed out that the acquisition of practical knowledge and adaptive knowledge has affinity with active learning [2].

Second factor is keenly associated with the higher education policy shift of the MEXT to more learning outcome oriented. Such higher education policy is also applicable to the educational reform in graduate programs. Thus, not only undergraduate education but also the more learning outcomes for the knowledge-based society are sought through the graduate education.

The purposes of this chapter are to examine the MEXT higher education policy in recent years to accelerate the active learning and to show the relationship between active learning methods and learning outcomes in undergraduate education. Then, this chapter explores 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.
