@article{oai:asahi-u.repo.nii.ac.jp:00012969,
 author = {川木, 晴美 and 上野, 恭平 and 神谷, 真子},
 issue = {2021-03-31},
 journal = {2021-03-31},
 month = {2021-03-31, 2021-04-30},
 note = {The spread of the novel coronavirus disease（COVID-１９）is having a major impact on the educational format in Japan. The number of schools introducing online classes has been rapidly increasing, and likewise, Asahi University launched an on-demand lecture system using the Zoom teleconferencing software in April 2020. Online classes such as on-demand lectures can be conducted at any time or location as long as an Internet connection is available, and assignments can also be completed and submitted online. Hence, it is an effective means of preventing the spread of infections and continuing education during times of emergency. However, it is important to be cognizant of students’comprehension of lecture and course materials in addition to the faculty’s monitoring of students’ attendance and assignment completion. Against this backdrop, Google Forms, a free-to-use application for interactive online communication and resource sharing, was used to issue assignments to students enrolled in a first-year chemistry course at the School of Dentistry. Google Forms is a tool that enables analysis of the level of comprehension and engagement with learning activities as it can accumulate the number of assignments completed and catalog changes in scores as data. In addition, the results of the analysis of cumulative learning data indicated that repeated test-style assignments using Google Forms were critical, particularly for students who did not well master chemistry in high school or for students who were less confident in their chemistry knowledge. Further, the ability to visualize the status of learning suggested that this approach could be used to guide students’ learning even with face-to-face lectures., 10.15090/00012874},
 pages = {2021-03-31--2021-03-31},
 title = {コロナ禍における一般教養科目講義でのWebツール活用の利点とその効果},
 volume = {2021-03-31},
 year = {}
}