Student Learning through Active Learning: How Learning Commons Support Students’ Independent Learning

Abstract

The Central Education Council’s 2012 report “Toward the Qualitative Transformation of Undergraduate Education for the Future” (in Japanese) recognized that reforms in university education to robustly equip students with the ability to face unpredictable times and remain viable form the foundation for solidifying students’ lives and the future of Japan. Toward this end, the report stated that advancing qualitative changes in university undergraduate degree programs is essential. The conclusion of the Central Council for Education, released ahead of the report, recognized that independent learning, meaning “the ability to proactively continue lifelong learning,” is fostered through sufficient learning time. In other words, the starting point of establishing proactive learning by students is to secure sufficient learning time. In order to accomplish this, the report clarifies that universities have the responsibility to improve undergraduate degree programs, a new point in educational policy.