Students learn the social sciences methodologies of quantitative research that are best suited to research in instructional systems studies. Students learn when to apply different statistical techniques (including parametric and non-parametric techniques) and the strengths and weaknesses of various experimental design methods (including quasi-experimental methods). Students gain the skills necessary to determine the appropriateness of the statistical and experimental design methods used in examples of quantitative research.

Katsuaki Suzuki, Shinichiro Kubota ／ 7 sessions
These sessions mainly cover fundamental knowledge of statistical techniques and evaluation of their appropriateness in examples of research.

Junzi Shibasaki ／ 8 sessions These sessions mainly cover fundamental knowledge of experimental design methods and evaluation of their appropriateness in examples of research.

Students learn the social sciences methodologies of qualitative research that are best suited to research in instructional systems studies. Students learn quantitative research methods such as observation, interviews, field work, etc., as well as grounded theory and ethnomethodology and the constructivist instructional studies approaches behind them, and get hands-on experience with qualitative analysis tools. Students gain the skills necessary to determine the appropriateness of the analytical and research processes chosen in examples of qualitative research.

Hiroshi Katou ／ 15 sessions

自らの研究計画案の立案に資するため, 教授システム設計手法・モデル・理論の研究動向を踏まえて, 様々な研究実例に関する比較検討を演習します。とくに, 情報通信技術を応用した教育実践, 学習者中心設計, 自己管理学習を指向したインストラクショナルデザインモデルなどを中心に扱います。内外の研究事例を参照しながら, 研究知見を整理する方法, 教育実践から研究課題を抽出する方法, 研究計画の独創性を高める方法などを学びます。ある研究テーマについて, 先行研究のレビューを行い, それを独自の研究計画案作成に活かすスキルの習得を目指します。

These sessions mainly introduce instructional systems design techniques, models, theory, and research trends.

A course in which students compare numerous examples of research, taking into account the research trends in systematic and organizational factors that influence the state of e-learning at the level of instructional system and educational organization, in order to facilitate the formulation of students’ own research plan proposals. Particular attention is paid to the policy environment in which education is carried out, educational market trends including globalization, policies and strategies of host organizations, quality assurance at both the system and organizational level, management, etc. Students examine research examples from Japan and abroad in order to learn methods for organizing knowledge related to research, extracting research problems from educational practice, increasing creativity when planning research, etc. Students review prior research on a selected research theme in order to gain the skills necessary to develop their own research plan.

This course is not offered in the 2019 academic year.

A course in which students learn not to confine e-learning content to the boundaries of mere “learning material”, and instead to consider it more holistically while learning research methods and developing the knowledge and skills to effectively plan, design, and implement education.
Students gain the skills necessary to consider, select, and propose goals, format, construction, and resources needed for e-learning content in order to implement optimal development methods (concepts, processes, technology, and resource procurement). Students analyze and discuss sample cases of content development from the perspectives of educational method theory, use of information and communication technology, and management theory, as a means of proposing ways to expand on and apply the information gained from sample cases.

Ryuuiti Matsuba, Yoshihiro Ekawa ／ 15 sessions

A course in which students learn the fundamental engineering research methods of instructional systems development as they apply to real-world examples of instructional systems. Functional areas of learning assistance systems, implementation methods and development environments for each of these functions, inter-system operability, and standardization are covered. Students gain the skills necessary to determine the appropriateness of the development techniques used in research examples regarding learning assistance systems.

Toshihiro Kita ／ 7 sessions
These sessions mainly cover fundamental knowledge of implementation methods and development environments for learning assistance systems, and evaluation of their appropriateness in examples of research.

Hiroshi Nakano ／ 8 sessions
These sessions mainly cover fundamental knowledge in inter-system operability and standardization of learning assistance systems, and evaluation of their appropriateness in examples of research.

A course in which students compare numerous examples of research, taking into account research trends in content evaluation methods and theory in order to facilitate the formulation of students’ own research plan proposals. Particular attention is paid to evaluating data acquisition methods from instructional activity histories that implement information and communication technology, and questionnaires taken from learners, data analysis theory, etc. Students examine research examples from Japan and abroad in order to learn methods for organizing knowledge related to research, extracting research problems from educational practices, increasing creativity when planning research, etc. Students review the prior research on a selected research theme in order to gain the skills to develop their own research plan.

Hiroshi Nakano ／ 2 sessions
These sessions mainly introduce content evaluation methods, theories, and research trends.

Naoshi Hiraoka ／ 6 sessions
These sessions consider the creation of research frameworks for evaluations using examples of research trends in content evaluation methodology and theory.

Yoshiko Gouda ／ 7 sessions
These sessions mainly cover the design and collection of evaluation indices and methods, and evaluation of quantitative data in regards to examples of research in e-learning projects.

A course in which students compare numerous examples of research, taking into account research trends in content evaluation methods and theory in order to facilitate the formulation of students’ own research plan proposals. Particular attention is paid to evaluating data acquisition methods from instructional activity histories that implement information and communication technology, and questionnaires taken from learners, data analysis theory, etc. Students examine research examples from Japan and abroad in order to learn methods for organizing knowledge related to research, extracting research problems from educational practices, increasing creativity when planning research, etc. Students review the prior research on a particular research theme in order to gain the skills to develop their own research plan.

Tsuyoshi Usagawa ／ 7 sessions
These sessions mainly introduce categorization of multimedia content and research trends in their implementation, as well as provide hands-on experience in comparing various research examples on related topics.

Masashi Toda ／ 8 sessions
These sessions mainly introduce legal rights and obligations regarding intellectual property and research trends in the field, as well as provide hands-on experience in comparing various research examples on related topics.

This course provides an overview of research trends in the fields of a variety of specialist faculty members, in order for students to gain an overarching view of the various research trends currently at work in the entire field of instructional systems studies. Research trends in a wide area of fields related to instructional systems studies are covered, and students gain a wider appreciation for these trends, thus vitalizing their drive to engage in research in their own intended field of specialization. Each instructor introduces the position of their research in the context of the entire field of instructional systems studies, and impresses the importance of this subject through their sessions, with the goals of teaching students to also bear in mind the position and significance of their own research in the process of developing their own research skills.

Katsuaki Suzuki ／ 3 sessions
These sessions cover the history and current state of educational practices using e-learning and other instruction systems, centering around instructional design theory and higher education settings.

Naoshi Hiraoka ／ 1 sessions
This session introduces reflection assistance using e-portfolio-based study.

Ryuuiti Matsuba ／ 2 sessions
These sessions cover the history and current state of research, implementation, and evaluation of learning content as it relates to e-learning content development that utilizes information and communication technology.

Yoshiko Gouda ／ 2 sessions
These sessions provide an overview of the trends in research methodology and data analysis in regards to educational research. In addition, research is also introduced regarding learning styles, which help explain gaps in individual performance in education.

Hiroshi Nakano ／ 2 sessions
These sessions cover the history and current state of development and implementation research regarding learning management, assessment, and various online communication functions, in the context of how they relate to learning assistance environments that utilize information and communication technology.

Toshihiro Kita ／ 2 sessions
These sessions cover the history and current state of open-source systems in e-learning, not only from the perspective of system development research, but also the formation of communities around them, their management, key concepts, etc.

Shinichiro Kubota ／ 1 sessions
統計学的アプローチによる学習支援に関する研究について示す。

Masashi Toda ／ 1 sessions
This session introduces the concepts and trends in learning assistance implementation and evaluation using information and communication technology.

Shigeki Tsuzuku ／ 1 sessions
This session introduces the challenges and current state of using learning management systems (LMS) to support efforts in behavioral modification.

A course in which each student is assigned a faculty advisor and, using the latest theoretical results and practical issues as materials, takes part in exercises where they must design research plans suited to the research topic that interests them. Students work with other students and teachers as a group to present and discuss their research progress, which aids them in developing and improving the quality of their research plan through a combination of individual- and group-based effort. In the final group-study session, each student summarizes their progress based on the research plan they have made and confirms the next steps to be taken. By the end of this course, each student’s research plan should have reached its near-final form, with a clearly determined objective, purpose, and methodology.

Katsuaki Suzuki
Leads students in surveys of practical examples of e-learning implementation in higher education and other academic settings. Students engage in research of the applications of instructional design theory through case studies, literature reviews, field work and other means. Using these methods, students develop research plans with a firm foundational knowledge of instructional design theory and the current status of e-learning practice.

Hiroshi Nakano
情報コミュニケーション技術を用いた学習支援環境及び関連Fieldに関する先進的な研究・実践例等を広く情報収集し, 現在のこのFieldの状況の全体像を把握するとともに, トレンドだけでなく, 問題点, 不足部分, 未実現部分等を自分なりにまとめる。

Toshihiro Kita
Leads students in surveys of the latest research trends in learning support systems and e-learning-related systems, deepening students’ understandings of problems in this field. Students also survey and engage in comparative studies of various functions of open source systems.

Shigeki Tsuzuku
Leads students in surveys of research trends in the use of e-learning to support behavioral modification, through examination of the literature and fieldwork in this field. Students analyze and consider prior research from the perspective of instructional design and then develop their own research plans.

Ryuuiti Matsuba
Leads students in practical surveys of research regarding content development methodology and logical models of instructional design. Students gain a clear understanding of the merits and, in particular, the demerits of each approach, thereby cultivating their own knowledge of instructional design-based content development. Students engage in hands-on exercises using visualization programming, learn data analytical methods, and gain the knowledge necessary to conduct analysis properly as a means of increasing their analytical abilities in regards to content development.

Yoshihiro Ekawa
Leads students in reviews of prior research conducted from the perspective of management studies (including consulting, business planning, and organization-internal communication) regarding practical examples of e-learning in the private sector or in collaborations between the public and private sectors. Based on this research, students consider research topics in their own areas of interest, and engage in guided research towards the creation of research plans firmly rooted in the logical and conceptual frameworks laid out in the existing body of research.

Yoshiko Gouda
Leads students in surveys of practical examples of e-learning, in which students extract the challenges and problems regarding presenting learning opportunities to learners as subjects. Then, students conduct research through examination of case studies, literature review, and fieldwork, with the goal of searching for solutions to these problems and challenges using the theories of instructional design, educational psychology, and instructional technology. Through these processes, students gain knowledge regarding e-learning, and improve their analytical and problem-solving capabilities.

Masashi Toda
情報メディア技術を利活用した学びの支援等に関する既存の研究, 開発, 実践事例を幅広く調査し, 当該Fieldの現況を正確且つ緻密に把握するのと同時に, それらの整理と検討を通じて, 現在未解決の課題を抽出し, 学位論文に足る研究計画の策定を行う。

Multiple advising faculty guide each student in research towards completing their doctoral thesis. Students periodically report on the progress of their research and, through taking and answering questions as well as receiving advice and comments from the assigned faculty, maintain the necessary level of quality for a doctoral thesis and ultimately complete it. An interim presentation is held with other students and faculty in which each student presents their thesis draft to the group and discusses it with them, thereby collaboratively increasing the quality of their theses. Finally, in the final thesis presentation, each thesis is evaluated to determine whether it possesses the necessary level of academic rigor for a completed thesis and whether the author has exhibited the capacity to be designated an educational researcher or a specialist in their field.

Katsuaki Suzuki
Reviews each thesis on research topics related to practical education using e-learning in higher education and other academic settings, with a critical eye on whether the thesis’ structure is logical and accurate from the perspective of instructional design theory, and whether the topic is fresh and original in regards to ID as a whole, as well as its specific area of research. Reviews are carried out by advising faculty and other students before the thesis is finally deemed to be finished.

Hiroshi Nakano
Leads students who, in Special Research I, chose research on topics related to learning assistance environments that utilize information and communication technology, on a more rigorous continuation of their research. Students proceed with developmental and practical research while ensuring that its quality is high enough to be used in a doctoral thesis, and then present the research findings at successive academic meetings, international conferences, or in academic journals, etc.

Toshihiro Kita
Leads students in developing learning support systems, e-learning related systems, and supplemental systems for existing systems, and releasing them to the public as open source systems. Students present the knowledge and results gained through this process at international conferences, etc.

Shigeki Tsuzuku
Reviews each thesis research topic with a critical eye on whether the research is original, and whether its structure is logical and accurate from the perspective of instructional design. Reviews are carried out by advising faculty and other students before the thesis is finally deemed to be finished.

Ryuuiti Matsuba
Reexamines each research topic from the perspective of whether it is a new, highly creative development model in the field of content development methodology research, or an improvement on an existing model. Development of a system based on this model may also begin if doing so is deemed appropriate. Reviews are carried out by advising faculty and other students before the thesis is finally deemed to be finished.

Yoshihiro Ekawa
Guides experimental research on business management research related to e-learning in the private sector or in collaborations between the public and private sectors. As the final stage of the research plan, the research objective, purpose, prior research review, research methodology, survey design and result analysis, research analysis, and possible topics for future research are synthesized into a completed doctoral thesis. The essence of this thesis is published in the likes of academic journals, thereby serving as the first step in the author acting as an independent researcher.

Yoshiko Gouda
Reviews each research topic from the perspective of instructional design and communication theory, instructional studies, educational psychology, social psychology, educational technology, etc., with a critical eye on whether the thesis’ structure is logical and accurate from the relevant perspectives, and whether the topic is fresh and original in regards to its specific area of research. Reviews are carried out by advising faculty and other students before the thesis is finally deemed to be finished.

Masashi Toda
Guides students in deeper research regarding their chosen research topics. Reviews are carried out by advising faculty and other students and through discussions at academic meetings, etc., all the while keeping in mind the overall consistency and innovativeness of the content, in order to complete a doctoral thesis that stands as one that can hopefully open up a whole new field of research in instructional systems studies. The knowledge and results gained through the research of this topic are publicized not only in academia, but also at exhibitions and a variety of other settings.