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ラーニングコモンズでのユーザー中心の問題ベースの学習：学界におけるユニークな学習教育学の探求

Author(s)Mohammed Khalid, Alam

CitationIssue Date2022-03

TypeThesis or Dissertation

Text version

ETDURLhttp://hdl.handle.net/10119/17787

RightsDescription

Supervisor:神田陽治, 知識科学研究科, 博士

Japan Advanced Institute of Science and Technology

Doctoral Dissertation

User-Centered Problem-Based Learning at Learning
Commons: Exploration of a Unique Learning Pedagogy inAcademia

Mohammed Khalid AlamSupervisor: Youji Kohda

Graduate School of Knowledge Science
Japan Advanced Institute of Science and Technology(Knowledge Science)

March, 2022Abstract
Learning Commons and learning are inseparable. The twenty-first century digitaltechnologies have challenged the library services and resources and as well as it
has changed the user behavior due to its service use aspect. Users of academic
libraries are now very technology efficient and network or Internet dependent for
their learning and information needs. These Techie Gen users are demanding wider
access to digital resources and expecting interactive spaces for learning. It has been
noted that there is a growing trend among the learners as they are becoming
habituated to study in groups outside of the classroom spaces. Therefore, libraries
have adopted a user-centric approach due to its learning and resources. They areredesigning its spaces and resources and introducing learning commons (LC) toaccommodate the twenty-first century learning behavior of the user students. It isa unique service from the library where librarians, commons staff, student tutoring
staff collaborate and interact with users (for learning by teaching) for theircoursework assignment, presentation, research, writing report, technical support,
program on information literacy, faculty development, and so on. LC is a super hubfor learning in academic libraries where problem-based learning (PBL) method
supported learners can collaborate for self-responsible user-centered learning,group learning and informal learning for out of class course work problem solving.
During group learning users` transformer role for knowledge sharing andacquisition has been determined as the confirm PBL cycle phase in LC. Thus, LC
has created a unique user-centered learning (UCL) pedagogy in academia. The
purpose of this thesis is to contribute to a better understanding of theseconsequences. It tries to explain the user learning in terms of how it relates to thePBL supported learning commons for creating an extensive and time-befittinguser-centered learning environment.
Taking into account the above challenges, the main objective of the research is todevelop an integrated theoretical model of user-centered learning at learningcommons. For answering the research questions, the study reviewed literature on

major issues of learning and LC. We have conceptualized that LC supports
problem-based learning (PBL) in an out of class space where knowledge sharing
and acquisition plays a transformer role for solving learning issues of the learners
and completing their learning.
For examining and exploring the outcome from a large research population, thestudy employed a quantitative research approach and took the survey design within
its methodology. To reach the LC users at their convenience an online survey wasconducted within Japan Advanced Institute of Science and Technology (JAIST),
Kanazawa University and Nagoya University of Japan. Based on the PBL method,
the survey was on LC use for learning, role of knowledge sharing and acquisitionin group learning and out of class informal learning for course work problemsolving. The study adopted Partial Least Squares – Structural Equation Modeling(PLS-SEM) method to analyze the survey data and to examine the variables andtheir interaction with the dependent variable. PLS-SEM employed a two-stepmodel validation procedure, first examining and validating the measurement modeland then testing the proposed theoretical structure, as stated in this technique. Theresults show that learning commons (LC) completely supports problem-basedlearning in an out of class space and it is one of the main learning methods in thisspace. User learners are pursuing their self-responsible learning and using the LC
continuum of services. Users` knowledge sharing and acquisition plays a vital rolefor solving learning problems in the group learning process and it has been
determined as a must PBL phase for LC. Lastly, the users showed a great interest
in PBL based informal learning for solving their coursework learning problems.
Finally, the study suggests that the learning commons of academic libraries shouldhave to think about the PBL method in its environment for user-centered learning.
They have to redesign its paces and services, and redefine the librarians, LC staff,
tutoring staff role for user-centered learning (UCL) at LC based on the theoreticalmodel and implications of the study.
Keywords: Learning Commons, Problem-Based Learning, Knowledge Sharingand Acquisition, User-Centered Learning, Continuum of Learning.