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Evidence-based education has become more relevant in the current technology-enhanced teaching-learning era. This paper introduces how Educational BIG data has the potential to generate such evidence. As evidence-based education traditionally hooks on the meta-analysis of the literature, so there are existing platforms that support manual input of evidence as structured information. However, such platforms often focus on researchers as end-users and its design is not aligned to the practitioners' workflow. In our work, we propose a technology-mediated process of capturing teaching-learning cases (TLCs) using a learning analytics framework. Each case is primarily a single data point regarding the result of an intervention and multiple such cases would generate an evidence of intervention effectiveness. To capture TLCs in our current context, our system automatically conducts statistical modelling of learning logs captured from Learning Management Systems (LMS) and an e-book reader. Indicators from those learning logs are evaluated by the Linear Mixed Effects model to compute whether an intervention had a positive learning effect. We present two case studies to illustrate our approach of extracting case effectiveness from two different learning contexts-one at a junior-high math class where email messages were sent as intervention and another in a blended learning context in a higher education physics class where an active learning strategy was implemented. Our novelty lies in the proposed automated approach of data aggregation, analysis, and case storing using a Learning Analytics framework for supporting evidence-based practice more accessible for practitioners.

A Ubiquitous Learning Log (ULL) is defined as a digital record of what a learner has learned in daily life using ubiquitous computing technologies. In this paper, a project which developed a system called SCROLL (System for Capturing and Reusing Of Learning Log) is presented. The aim of developing SCROLL is to help learners record, organize, recall and evaluate ULLs. Using SCROLL, learners can not only receive personalized quizzes and answers to the questions, but also navigate and be aware of their past ULLs supported by augmented reality views. In particular, this paper introduces an approach that helps learners record their learning experiences in daily life from life-log photos with the help of SenseCam. To evaluate the effectiveness of this system, a case study of an undergraduate English course is presented to show how it can be used to facilitate seamless learning.

Data bias in geohazard artificial intelligence (AI) systems, particularly class distribution imbalances, critically undermines the reliability of landslide detection models. While active learning (AL) offers promise for mitigating annotation costs and addressing data biases, the interplay between landslide class proportions and AL efficiency remains poorly quantified; additionally, self-optimizing mechanisms to adaptively manage class imbalances are underexplored. This study bridges these gaps by rigorously evaluating how landslide-to-non-landslide ratios (1:1, 1:12, and 1:30) influence the effectiveness of a widely used AL strategy—margin sampling. Leveraging open-source landslide inventories, we benchmark margin sampling against random sampling using the area under the receiver operating characteristic curve (AUROC) and partial AUROC while analyzing spatial detection accuracy through classification maps. The results reveal that margin sampling significantly outperforms random sampling under severe class imbalances (1:30), achieving 12–18% higher AUROC scores and reducing false negatives in critical landslide zones. In balanced scenarios (1:1), both strategies yield comparable numerical metrics; however, margin sampling produces spatially coherent detections with fewer fragmented errors. These findings indicate that regardless of the landslide proportion, AL enhances the generalizability of landslide detection models in terms of predictive accuracy and spatial consistency. This work also provides actionable guidelines for deploying adaptive AI systems in data-scarce, imbalance-prone environments.

This study aimed to determine the effectiveness of online team-based learning (TBL) and the factors influencing dropouts from online TBL for pharmacists on how to conduct clinical medication reviews for older adults. All participants were randomly assigned to the TBL or non-TBL group by using a random number sequence table matched by their years of experience working as a pharmacist. The primary outcome was whether the score on the team readiness assurance test (TRAT) in the TBL group differed from that on the second individual readiness assurance test (IRAT) in the non-TBL group. The secondary outcome was to identify factors contributing to dropouts from the online TBL program. The TRAT score in the TBL group was significantly higher than the second IRAT score in the non-TBL group during the first session (p=0.010). There were no differences in TRAT and IRAT scores between groups in two subsequent sessions. Logistic regression analysis revealed that less than 10 years of pharmacy experience was a contributor to dropouts (p=0.039), whereas experience in home-based care prevented dropouts (p=0.026) in our online TBL program. This study revealed the short-term usefulness of online TBL on medication reviews for older adults and elucidated the factors related to dropouts. Although instructors should provide positive feedback to participants with insufficient experience in pharmacy practice and home-based care, online TBL has the potential to improve educational effectiveness for community pharmacists during the COVID-19 pandemic.

Background The shortage of instructors and time to teach traditional Japanese (Kampo) medicine (KM) limits students’ understanding of its usefulness. We developed an e-learning course to solve this problem. Methods The Kampo e-learning course consists of 12 lessons on 10 essential Kampo formulas with related formulas, proper prescriptions, dosages, and adverse reactions, followed by review questions. After the course, and each student answers 10 additional clinical questions correctly, they are awarded a certificate of completion. This e-learning course was first taught in 2022. The students were informed before taking the course that points would be added to their final test scores with proof they completed the e-learning course. A total of 119 third-year Tokai University School of Medicine students participated. To evaluate the effectiveness of the e-learning course, they were each asked 5 clinical questions, randomly selected from 10 pooled questions, then 4 awareness questions on their interest in, the necessity for, and their understanding of KM, and their perceived usefulness of the course before and after taking it. Wilcoxon’s signed-rank test was used to compare the changes. Results The students’ pre- and post-course test scores were compared. The evaluations of “Interested in KM” and “Necessity of KM for clinical routines” and “Understanding how to use KM” improved significantly; however, “Usefulness of e-learning for studying Kampo medicine” did not change. Clinical question scores improved significantly. Conclusions All the students completed the course resulting in significantly higher scores, proving this course’s effectiveness. Developed not only for students but also for novices, this new Kampo e-learning course can be incorporated into regular curriculums and made an easily accessible tool in clinical settings. Trial registration This study is not a clinical trial but a kind of questionnaire survey, so that clinical trial number is not applicable.

Background Education in Japan and other Asian countries advocates the stereotypical passive learning style where students are limited in their breadth of knowledge dismissing anything not imparted by their teachers. With globalized education, professions are becoming very competitive, embracing student-centeredness compelling them to introduce active learning activities. A study funded by Japan’s Ministry of Education conducted a needs analysis, proposed a solution, and implemented an active learning approach. Since the latter is still new in the Japanese teaching-learning environment, this current study aimed at assessing the willingness of undergraduate students of dental medicine to participate in active learning activities rather than the typical passive-style teaching-learning educational process. Methods Three active implementation-learning activities, namely International Group Discussions (IGD), Student-Teacher Experience (STE) and Role Play Activities (RPA) were included in the Dental English course in a classroom setting at a dental school in Japan. Students had to choose between participating in the activity or taking the final examination. Two hundred and three third-year undergraduate dental students participated over a 5-year period from October 2013 to March 2017. For IGD, the researchers assigned students to a topic and grouped them with visiting international exchange students. For STE, researchers gave students teacher-prepared presentation slides on basic dental topics, which they presented in front of their classmates. For RPA, students had to do prepared role-play and impromptu role play. Peer and teacher feedbacks of the activities were given to all students. At the end of the course, the students evaluated the active learning activities and wrote their comments in a free entry survey. Results All 203 students participated in the active learning activities confirming the changing learning needs of Japanese students in this dental school. The most common comment was that the class was interesting, fun, an easy-to-understand way to learn dental terms, and a safe way to express themselves in the English language. Conclusion The majority of Japanese students preferred the active learning style. The study revealed that students reported greater engagement and better learning with proper guidance and time to prepare for the activities.

Background Report writing in class provides basic training for academic writing. However, report writing education in medical schools in Japan has rarely been reported and no teaching strategy has been established for it. Methods This study developed a report writing program using peer review for first-year medical students consisting of two 120-minute classes. The goal of being able to write reports appropriately was established and presented to students at the beginning of the program. In session 1, students decided on a topic, gathered information, and structured their report. In session 2, students’ written reports were peer reviewed. The reports were improved based on the peer reviews. The responses of the pre- and post-program questionnaires were evaluated to determine the program’s effectiveness. The other reports that were assigned one month after the program were used as comparison with the reports of students who did not participate. Furthermore, the long-term effects of the program were also evaluated by comparing the results of students from the previous year who did not participate in the program with those of program participants six months after the program. Results A total of 106 students completed the questionnaire evaluation. The program was rated as being acceptable for the students. Self-assessment of report writing significantly improved after the program. The report scores of program participants ( n  = 99) were significantly higher overall and in all domains than were those of non-participants ( n  = 99). The self-assessment of students who participated ( n  = 96) was significantly higher than that of non-participants ( n  = 109). No difference was observed for students’ sense of burden in report writing. Conclusions The report writing skills of medical students can be improved by clearly establishing the goals of report writing and practicing the basic skills of report writing step-by-step. Moreover, the use of peer review may enhance the effectiveness of learning opportunities for report writing.

Purpose - The purpose of this paper is to explore how active learning may help address the legitimacy and practicability issues inherent in introducing education for sustainability into business-related degree programs.Design methodology approach - The focus of this study is the experience of the authors in the development and implementation of education for sustainability within their business-related higher education programs. To address the inherent challenges of the task, they apply the principles of active learning, with substantial use of problem-based learning, in the classroom and engage in a process of staff development in their personal time. The method used is a simplified version of action research where the authors worked together over two years and then reflected on the experience through interviews and extensive discussions with each other, with their respective teaching teams, and with sustainability educators from outside of their programs.Findings - The findings suggest that active learning approaches move learners away from dependence on (possibly illegitimate and unprepared) educators and towards a personal responsibility approach. This also means accepting that learners are free to understand sustainability in a \"global\" sense or instead choose only its \"business as usual\" applications.Originality value - The paper provides a useful insight into the practical value of active learning for educators grappling with the dilemma of delivering globally responsible business and or management-related education programs.

It is necessary to discuss from various angles how to make the younger generation, who will be responsible for future society, aware of disasters and how to cope with them. Therefore, we designed a project-based learning class, “Media Design Project III · IV”, in which students are asked to create a game to raise their awareness of disaster prevention. This class aims to improve disaster awareness, especially tsunami evacuation, and to improve abilities that students will need in the future, i.e., time management and problem-solving, especially after they begin work. It was found that the game can increase tsunami evaluation awareness. Therefore, the projects presented here might become a new method for education, especially disaster education and career education, with games focused on disasters potentially being a new tool for raising awareness about disasters.