コロナ禍における遠隔授業の実施と学生の学習意欲 : 徳島大学学生へのアンケート調査結果から

2020 年度，徳島大学では新型コロナ感染症対策のため遠隔授業の導入が進められた。本研究は，徳島大学総合科学部の授業でどのような対応をとったか事例を紹介し，受講学生へのアンケート調査をもとに，コロナ禍における遠隔授業の実施が学生の生活行動や学習意欲にどう影響したかを明らかにする。自宅生は通学時間の減少が出席率の向上にプラスに作用したが，下宿生は不安や孤独を感じる割合が高く，自分の成績不振を強く自覚している。学習態度の自己評価が高い学生とそうでない学生を比較すると，後者は遠隔授業に十分適応できない者が多いほか，成績が下位の学生はそのデメリットを強く感じている。今後希望する遠隔授業の割合は一般に講義タイプの科目で高いが，上級学年ほど遠隔授業の継続を望む傾向がある一方，成績が下位の学生が遠隔授業を強く望む結果が得られた。遠隔授業が学習意欲に及ぼす影響には学生の属性によって違いがあり，結果として学習成果の格差拡大をもたらす可能性がある。

Tokushima University introduced remote classes in 2020 as a countermeasure againstCOVID-19. This study introduces a case study of the response of the Faculty of Integrated Arts and Sciences at Tokushima University, and clarifies how the implementation of remote classes has affected students' lives and motivation to study through a survey of students. Comparing students living at home and those in rented accommodation we found that the reduction in commuting time had a positive impact on the attendance rate of those living at home, while those in rented accommodation had a higher rate of feeling anxious and lonely, and were aware of their poor performance. Comparing students with high self-evaluation of their learning attitudes with those with low self-evaluation, many of the latter were not well adapted to distance learning, while those with low grades strongly felt the disadvantages of distance learning. In general, the percentage of students who wanted to take distance learning courses in the future was higher in lecture-type courses, but more advanced students tended to want to continue taking distance learning courses. The effect of distance learning on students' motivation to learn may vary depending on the attributes of the students, which may lead to a widening gap in learning outcomes.