start-ver=1.4
cd-journal=joma
no-vol=11
cd-vols=
no-issue=
article-no=
start-page=127
end-page=138
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2015
dt-pub=20151230
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=Why the “Silent Finns” Have the Loudest Classrooms and Implications for Japanese Universities
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=Finnish education may be a model for Japanese universities as they look to promote active learning pedagogies. Based on observations and interviews with influential educators from several Finnish institutions, this article overviews key aspects of education in Finland, especially those related to deep learning. The role of faculty development, learning spaces, and co-teaching are also examined. Finally, a pilot course implemented at Okayama University in which the authors aimed to apply key ideas learned in Finland will be described.
en-copyright=
kn-copyright=

en-aut-name=PrichardCaleb
en-aut-sei=Prichard
en-aut-mei=Caleb
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=1
ORCID=

en-aut-name=FastThomas
en-aut-sei=Fast
en-aut-mei=Thomas
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=2
ORCID=

affil-num=1
en-affil=
kn-affil=岡山大学言語教育センター

affil-num=2
en-affil=
kn-affil=岡山大学言語教育センター
en-keyword=active learning
kn-keyword=active learning
en-keyword=deep learning
kn-keyword=deep learning
en-keyword=Finnish education
kn-keyword=Finnish education
en-keyword=faculty development
kn-keyword=faculty development
END

start-ver=1.4
cd-journal=joma
no-vol=10
cd-vols=
no-issue=
article-no=
start-page=115
end-page=122
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2014
dt-pub=201412
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=Reading Strategy Use of Low- and High-Proficiency Learners and the Effect of Reading Instruction
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=Research suggests that reading strategy usage is influential on L2 reading proficiency.
Considering this, the LEC English Department decided to examine students’ reading strategies as
a part of its much larger curricular review. The results support existing research showing that
more-proficient readers use somewhat more varied strategy usage. Posttest results reveal that a
course on reading skills led to some minimal improvements in top-down reading strategies.
Implications are discussed.
en-copyright=
kn-copyright=

en-aut-name=PrichardCaleb
en-aut-sei=Prichard
en-aut-mei=Caleb
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=1
ORCID=

affil-num=1
en-affil=
kn-affil=岡山大学言語教育センター
en-keyword=ESOL
kn-keyword=ESOL
en-keyword=reading
kn-keyword=reading
en-keyword=strategy usage
kn-keyword=strategy usage
en-keyword=curriculum
kn-keyword=curriculum
END

start-ver=1.4
cd-journal=joma
no-vol=10
cd-vols=
no-issue=
article-no=
start-page=93
end-page=104
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2014
dt-pub=201412
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=Critical Thinking and Learning Commons: Initial Observations and Possible Applications
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=This article reports on the first year activities and findings of the Learning
Commons Study Group (ラーニングコモンズ活用分科会), which was formed
to oversee the Okayama University Library renovation. Below is a description
of our visits to other libraries, class, workshops and presentation observations.
Pedagogically analysis was done through the lens of active learning, contentbased
instruction in language learning (CBI), and other related theories and
approaches. Concluding thoughts on utilizing Okayama University’s new
learning commons and promoting critical thinking on campus is provided.
en-copyright=
kn-copyright=

en-aut-name=FastThomas
en-aut-sei=Fast
en-aut-mei=Thomas
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=1
ORCID=

en-aut-name=PrichardCaleb
en-aut-sei=Prichard
en-aut-mei=Caleb
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=2
ORCID=

en-aut-name=MoriokaAkemi
en-aut-sei=Morioka
en-aut-mei=Akemi
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=3
ORCID=

en-aut-name=RucynskiJohn
en-aut-sei=Rucynski
en-aut-mei=John
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=4
ORCID=

affil-num=1
en-affil=
kn-affil=岡山大学言語教育センター

affil-num=2
en-affil=
kn-affil=岡山大学言語教育センター

affil-num=3
en-affil=
kn-affil=岡山大学言語教育センター

affil-num=4
en-affil=
kn-affil=岡山大学言語教育センター
en-keyword=Learning Commons
kn-keyword=Learning Commons
en-keyword=active learning
kn-keyword=active learning
en-keyword=content-based instruction(CBI)
kn-keyword=content-based instruction(CBI)
en-keyword=critical thinking
kn-keyword=critical thinking
en-keyword=Theory of Knowledge (TOK)
kn-keyword=Theory of Knowledge (TOK)
END

start-ver=1.4
cd-journal=joma
no-vol=9
cd-vols=
no-issue=
article-no=
start-page=181
end-page=194
dt-received=
dt-revised=
dt-accepted=
dt-pub-year=2013
dt-pub=20131230
dt-online=
en-article=
kn-article=
en-subject=
kn-subject=
en-title=
kn-title=Okayama University LEC English Program Evaluation Plan and Pretest Results
en-subtitle=
kn-subtitle=
en-abstract=
kn-abstract=This article describes the methods and rationale of the Okayama University LEC English
Program evaluation. The methods include summative measures （TOEIC and TOEIC
SW） to see if the program is helping students improve their English proficiency.
Formative measures are also being utilized to understand various aspects of students’
communicative competence and language learning to consider ways to improve the
program. These measures include surveys on learner affect（ motivation and anxiety）, a
reading strategy survey, and vocabulary tests. The results of the pretest measures will
be reported and possible implications will be discussed.
en-copyright=
kn-copyright=

en-aut-name=PrichardCaleb
en-aut-sei=Prichard
en-aut-mei=Caleb
kn-aut-name=
kn-aut-sei=
kn-aut-mei=
aut-affil-num=1
ORCID=

affil-num=1
en-affil=
kn-affil=岡山大学言語教育センター
en-keyword=program evaluation
kn-keyword=program evaluation
en-keyword=curriculum
kn-keyword=curriculum
en-keyword=administration
kn-keyword=administration
END