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本稿では，2020年度後期に開講した一般情報教育の演習科目において，受講者に対して実施した本科目のルーブリックの自己評価の結果を用いて受講前後の比較および前年度との比較を行い，後期の授業を通じた受講者の知識やスキルの変化を検証した．また，文系学部学生を対象に前期に開講された科目の結果との比較を行い理系・文系の分野の違いやオンライン授業の経験の有無について考察を行った．その結果，2020年度後期の授業実践において，受講前後のルーブリックの自己評価の得点が有意に増加したこと，前年度の結果との比較において受講後の得点が向上したことを確認した．また，前年度との結果の比較において，受講前後における各項目の得点の差異がオンライン授業への移行やその経験が得点の変化に寄与している可能性が示唆された．さらに，2020年度の前期と後期の結果の比較において，ルーブリックの各項目の受講前後の得点および得点の伸びの差について，オンライン授業の受講の有無や文系・理系の分野の違いが得点に影響を与える可能性が示唆された．, This research reports the improvement in learners' knowledge and skills through the practical course of basic informatics using the rubric. The learners' self-evaluation responses were collected for pre-and-post course in the fall semester of 2020. Academic fields and online class experience were discussed by comparing the results of the classes in 2019 with those of different target learners in the spring semester of 2020. Consequently, the authors confirmed that the average self-evaluation score significantly increased after the coursework during the fall semester of 2020. Moreover, the average score increased compared to the previous year's classes, which were conducted face-to-face. Compared to the results in 2019, the score improvement in 2020 might have been caused by the online class experience in the fall semester. Compared to the spring semester, the results for each rubric item suggested that the online class experience and the difference in the academic field might have affected the average score of self-assessment.

京都大学では，2020年3月，コロナ禍における対策として，ほとんどすべての対面授業をオンライン受講できるよう対策するとの方針を示した．本稿では，こうした状況下において実施した演習型プログラミング授業について，その実践例を報告するとともに，2019年に実施した従来型の対面授業と比較し，演習型授業のオンライン化における課題や問題点などについて考察した．その結果，オンライン授業では，授業の前半でつまずく受講者が多く見られたが，授業の後半では課題のプログラムを完成することができた割合が高かった．オンライン授業では，受講者が授業時間内にチャットで積極的に質問して，個々の疑問点を解消していたことが推察された．一方，対面授業では，授業の後半でつまずく受講者が多く見られており，授業中に質問しなかった（できなかった）受講生がいた可能性が浮かび上がった．, Due to the need to prevent the spread of the COVID-19 in March 2020, Kyoto University has been requested to offer online classes. Therefore, it has become necessary to shift from face-to-face classes to online classes. In this paper, a practical example of programming class is reported. Additionally, in this study, problems and issues in online classes are discussed by comparing with previous face-to-face classes in 2019. As a result, in the online class, many students failed in the first half of the class, but a high percentage of them were able to complete the assigned program in the second half of the class. It was assumed that the students actively asked questions via chat during the class session to resolve their individual issues. On the other hand, in the face-to-face class, many students appeared to falter in the latter half of the class, suggesting the possibility that some students did not (or could not) ask questions during the class.

1. オープンコースウェア（OCW）, 2. 大規模オープンオンライン講義（MOOC), 3. 教育コンテンツ活用推進委員会, 4. Mutual Online System for Teaching & Leaning （MOST)

This paper defines "shakyo-style learning" as the learning of computer programming by mimicking input according to sample programs, running them and ensuring their outcome. We developed shakyo-style learning material based on missteps found in the process used by novices in learning computer programming; we then evaluated it in an undergraduate computer literacy course. As a result, we found that learning material with documented in-detail work instructions for the programming process worked well among novices. Additionally, through smoothed work in learning, this learning process had strong implications for understanding the concepts in computer programming.

初学者に対するプログラミング教育は数多くの研究が進められてはいるが，実際にはさまざまな難しさを抱えている．とりわけ大学でのプログラミング教育は教育の質保証の観点から授業のみならず授業時間外学習の設計が重要である．授業と授業時間外の学習をより効果的なものとする手法として近年，反転授業が注目されている．本報告ではプログラミング教育の視点から反転学習を考えるとともに筆者らの実践を紹介する．, AXIES: 大学ICT推進協議会 2016年度 年次大会

In learning of computer programming by novices, typing example programs and executing them can be seen as a common practice. The authors paid attention to this practice by naming `Shakyo-style learning' and discussed supporting methods to make this practice smooth. They also carried out practices of teaching computer programming asking learners to carry on this practice in parallel to learning of how programs work, and how to construct programs for particular tasks. Recently, learning outside class hours has been required more explicitly in teaching with background of quality assurance of teaching. `Flipped classroom' attracts attention as a concept to improve such teaching. In courses of teaching computer programming with practice, `Shakyo-style learning' within class hours has some difficulty due to differences in speed and accuracy of typing by learners. On the other hand, to carrying on it outside class hours is rather easier than to attack programming tasks independently. This paper discusses a course design of 'ipped classroom' type for programming which asks `Shakyo-style learning' as an activity outside class hours., 2016.5.25(水)-27(金), 京都テルサ. (セッション名: 学習活動におけるコンピュータ利用の展望)