JP6829509B1 - Learning support system and learning support method - Google Patents

Abstract

PROBLEM TO BE SOLVED: To provide appropriate guidance even in a correspondence course. An information providing unit 11 provides a learner terminal 2 with learning support information that supports predetermined learning. The acquisition unit 12 acquires the learning start time when the learner starts using the learning support information, the learnable time of the learner, and the content of the learner's use for the learning support information. The management unit 13 determines a learning plan for the learner based on the start time of the course and the available learning time, and gives the learner guidance on learning based on the learning plan and the content of use. [Selection diagram] Fig. 1

Description

The present disclosure relates to techniques that support efficient learning.

In recent years, correspondence courses using a learning support system that distributes learning support information to learner terminals via a network have attracted attention (see Patent Document 1). In this type of correspondence course, students do not have to go to a specific place on a specific day of the week as in a school attendance course, and can take the course in their spare time at home or the like.

Japanese Unexamined Patent Publication No. 2014-38324

In the commuting course, the start time of the course is fixed, so students can be divided into classes according to the start time of the course. In addition, in the commuting course, since the student needs to go to a specific place on a specific day of the week, the attributes of the student are limited according to the day of the week and the place. For this reason, the learning level of the students in each class is relatively uniform, and the instructor can teach the students relatively easily.

On the other hand, in correspondence courses, the concept of classes did not exist because students can start taking classes at any time. In addition, students do not have to go to a specific place on a specific day of the week and can take classes anytime and anywhere, so the attributes of students are diverse. For this reason, the learning level of each student is greatly different, and it is not easy for the instructor to give appropriate guidance to each student.

The purpose of the present disclosure is to provide a learning support system and a learning support method capable of providing appropriate guidance even in correspondence courses.

The learning support system according to one aspect of the present disclosure is a learning support system connected to a learner terminal used by a learner, and is information that provides the learner terminal with learning support information that supports predetermined learning. The providing unit, the acquisition unit for acquiring the learning start time when the learner starts using the learning support information, the learning available time of the learner, and the usage content of the learner for the learning support information. A learning plan using the learning support information is determined for the learner based on the learning start time and the learning available time, and the learner is instructed based on the learning plan and the usage content. It has a management department.

According to the present invention, it becomes possible to support appropriate instruction in correspondence courses.

It is a figure which shows the learning support system which concerns on one Embodiment of this disclosure. It is a figure which shows an example of the class division of a learner. It is a figure which shows an example of the progress. It is a figure which shows an example of the grade level. It is a figure which shows an example of the relationship between the progress level and the instruction content. It is a figure which shows an example of the curriculum of a course. It is a figure which shows the relationship between the grade level and instruction content. It is a figure which shows an example of the hardware configuration of the learning support system 1. It is a flowchart for demonstrating an example of instruction processing by learning support system 1.

Hereinafter, embodiments of the present disclosure will be described with reference to the drawings.

FIG. 1 is a diagram showing a learning support system according to an embodiment of the present disclosure. The learning support system 1 shown in FIG. 1 is interconnected with the learner terminal 2 via a network 10 such as the Internet, and provides the learner terminal 2 with learning support information that supports predetermined learning. The predetermined learning is, in the present embodiment, learning for a predetermined main examination such as a national examination, a proficiency test, an entrance examination or an academic ability test.

The learner terminal 2 is an information terminal used by a learner who performs a predetermined learning. The learner terminal 2 receives the learning support information provided by the learning support system 1 and performs processing according to the received learning support information. The process according to the learning support information is, for example, a process of displaying the learning support information, a process of transmitting the information input according to the learning support information to the learning support system 1, and the like. Further, the learner terminal 2 may transmit various requests to the learning support system 1. The request includes, for example, a provision request for requesting the provision of learning support information.

The learner terminal 2 may be a dedicated information terminal for receiving learning support information, or may be a general-purpose information terminal such as a PC (Personal Computer), a smart phone, or a tablet terminal. There may be a plurality of learner terminals 2 used by one learner, or a plurality of learners may jointly use one learner terminal 2. Further, by logging the information terminal into the learning support system 1 using the learner's ID or the like, the information terminal may be used as the learner terminal 2 while logged in.

As shown in FIG. 1, the learning support system 1 has an information providing unit 11, an acquisition unit 12, and a management unit 13.

The information providing unit 11 provides learning support information to the learner terminal 2. The learning support information is information for a correspondence course, and includes lecture information indicating a lecture to be viewed by a learner and problem information indicating a problem related to the learning content of the lecture.

The lecture information is provided, for example, in response to a request from the learner terminal 2. Lecture information includes, for example, at least one of video data and audio data. The learner terminal 2 that has received the lecture information outputs the lecture information. For example, the learner terminal 2 displays the video data included in the lecture information and outputs the audio data included in the lecture information as audio.

There are a plurality of lecture information, and each lecture information may be composed of data in which a predetermined lecture time (for example, 30 minutes) is set as one frame. For each lecture information, the order of viewing (or the order of recommending viewing) may be defined. The lecture may be divided into a plurality of learning units (learning ranges), and one learning unit may be composed of a plurality of lecture information.

The problem information may be provided in conjunction with the lecture information, may be provided in response to a request from the learner terminal 2, or both may be provided. The question information is, for example, Web information including character information indicating the question and an input form serving as an answer column for the question. The question is displayed on the learner terminal 2 and the answer to the question input to the learner terminal 2 is answered. It is used to judge the correctness of.

In the present embodiment, the question information includes check test information provided for each lecture information and confirmation test information provided for each learning unit based on a plurality of lecture information. The check test information is information indicating a simple problem (check test) for confirming whether or not the learning content of the lecture indicated by the lecture information is understood. The confirmation test information is information indicating a problem (confirmation test) having a higher difficulty level than the problem of the check test information for confirming whether or not the learning content related to the learning unit is understood. In addition, the question information may include mock test information indicating a mock test of the main test, which is performed immediately before the main test (for example, a predetermined day before the main test).

For the question indicated by the question information, the question level may be set according to the difficulty level. In this embodiment, the problem levels are divided into levels A, B, C, and D in order from the one with the highest difficulty level. Specifically, the problem levels are "Level A: Easy problems that cannot be missed", "Level B: Somewhat difficult problems that must be solved", and "Level C: Very difficult but can be solved with a probability of about 50%". It can be divided into "problems" and "D: problems that are extremely difficult and almost no one can solve, so no exercises are required."

The acquisition unit 12 acquires learner information about the learner. The learner information includes the attributes of the learner, the time when the learner starts using the learning support information (that is, the start of taking the correspondence course), and the learner's learning by the final exam. It includes the available learning time and the content used for the learner's learning support information. The learner's attributes include the learner's gender, age, occupation, personality, and the number of times the learner has taken this exam.

The acquisition unit 12 can acquire the learner's attributes, the start time of the course, and the learnable time from the learner terminal 2. For example, the acquisition unit 12 transmits an input request including an input form for inputting the learner's attributes and the course start time to the learner terminal 2, and sends the attributes and the course start time input in response to the input request to the learner terminal 2. Get from 2. Of the attributes, the learner's personality can be acquired by letting the learner select one of "a type that grows when praised", "a type that works hard when scolded", and "neither". Can be done. Further, the acquisition unit 12 sends an input request including an input form for inputting the behavior information regarding the learner's weekly behavior to the learner terminal 2, and learns based on the behavior information input in response to the input request. You can get the possible time. For example, the acquisition unit 12 identifies the time that can be allocated to the learning time such as the travel time and the private time in one week based on the behavior information, and the period until the final examination determined by the time and the start time of the course. Based on and, get the learnable time.

The content of use for the learning support information includes the usage history of the learner's learning support information and the grade information indicating the learner's performance with respect to the problem information included in the learning support information. The usage history includes a viewing history of each lecture information included in the learning support information and an implementation history of each problem information. The learner's grade information indicates, for example, the correct answer rate for the question indicated by the question information. In addition, the grade information may include the speed of answering the question and the like. It is considered that the faster the response speed to the question, the more the learning content regarding the question is understood.

The management unit 13 provides learning guidance to the learner based on the learner information acquired by the acquisition unit 12.

Specifically, the management unit 13 first determines for the learner a learning plan using the learning support information based on the learning start time and the possible learning time included in the learner information. For example, the management unit 13 divides the learner into one of a plurality of classes according to the start time of the course, and determines a learning plan according to the possible learning time for each class. In the present embodiment, the learning plan indicates the courses (learning support information to be used) to be implemented in the week on a weekly basis. The management unit 13 may provide the learner terminal 2 with a schedule table showing the learning plan.

FIG. 2 is a diagram showing an example of classifying learners. In the example of FIG. 2, the start time of the course is divided into classes on a monthly basis, as in the "class starting in May 2020". By performing such classification, the number of days until the final examination of the learners belonging to the same class becomes about the same, so that the instruction to the learners becomes easy. In addition, each class is subdivided according to the possible learning time, and learning plans I to III are assigned to each subdivided class. In the example of FIG. 2, the possible learning time is set to any of 300 hours, 400 hours, and 500 hours. Even if the study plan has the same studyable time, the amount of courses to be conducted in a week will differ because the period until the final exam will differ depending on the class.

After deciding the learning plan, the management unit 13 gives the learner guidance on learning based on the learning plan and the contents of use of the learning support information.

Specifically, the management unit 13 determines the progress status of the learner with respect to the learning plan based on the learning plan and the usage history of the learning support information included in the usage content, and provides guidance according to the progress status. .. In the present embodiment, the management unit 13 determines the progress status on a weekly basis.

FIG. 3 is a diagram showing an example of the progress status. In the example of FIG. 3, the management unit 13 determines the progress status to one of six progress levels (levels A-1 to A-6). Specifically, the management unit 13 sets the progress level to level A-1 when learning more than 2 weeks ahead of the learning plan, and progresses when learning less than 2 weeks ahead of the learning plan. Level A-2, if you are studying according to the study plan, progress level is level A-3, and if you are studying less than a week later than the study plan, progress level is level A-4. If you are studying one week or more later than the study plan, the progress level is set to level A-5, and if you have hardly learned in the last week, the progress level is set to level A-6. Little learning in the last week means, for example, that the usage time of the learning support information in the last week is 0 or less than the threshold value. In addition, when the management unit 13 is learning according to the learning plan or more advanced than the learning plan, the progress level is set to levels A-1 to A3 even if the learning is hardly done in the last week. In any case, if the student is learning later than the learning plan and has hardly learned in the last week, the progress level may be set to level A-6.

In addition to the guidance based on the progress status, the management unit 13 provides guidance based on the performance information included in the usage content. In the present embodiment, the management unit 13 determines the learner's grade level based on the grade information, and gives guidance based on the grade level. The grade information used for determining the grade level may be, for example, grade information for a specific problem performed in the latest target period (for example, one month). For example, the management unit 13 determines the learner's grade level based on the grade information for the confirmation test conducted in the latest target period (for example, one month) except immediately before the main test, and immediately before the main test. Then, the learner's grade level is determined based on the grade information for the mock test of this test. The judgment standard is defined by a high-ranking ratio (the top percentage) indicating the position of the grade of the learner to be judged with respect to the grade of all the learners. All learners are all learners who have answered the target question (confirmation test or mock test) at the time of determining the learner's grade level.

FIG. 4 is a diagram showing an example of the grade level. In the example of FIG. 4, the management unit 13 determines the grade information as one of four grade levels (level B-1 to level B-4). Specifically, the management unit 13 sets the grade level to level B-1 when the learner is likely to pass as it is, and sets the grade level to B-2 when the learner is near the pass / fail borderline. If a person is likely to fail as it is, but is likely to pass depending on the next effort, the grade level is set to level B-2, and if the learner is likely to fail, the grade level is set to level B-4. .. Specific criteria for the grade level are set according to the difficulty level of this test, for example. For example, in the case of learning in which the pass rate is about 15% every year as the main test, the management department 13 sets the grade level to level B when the learner's grade is the top 10% or more of all learners' grades. If the learner's grade is -1 and the learner's grade is in the top 10% to 20% of all learners' grades, the grade level is set to level B-2 and the learner's grade is from the top 20% to 30 of all learners' grades. If it falls within%, the grade level is set to level B-3, and if the learner's grade does not fall within the top 30% of all learners' grades, the grade level is set to level B-4.

Further, the management unit 13 may provide guidance based on the learner's attributes in addition to guidance based on the progress status and grade information.

The teaching method by the management unit 13 is, for example, transmitting a message according to the teaching content to the learner's learner terminal 2 and displaying it on the learner's terminal 2.

The content of the instruction will be described in more detail below.

First, the content of instruction according to the progress will be explained.

FIG. 5 is a diagram showing an example of the relationship between the progress level and the instruction content. In the example of FIG. 5, when the progress level is level A-1 to A-3, the management unit 13 does not give any particular guidance. If the progress is level A-4, the management unit 13 will instruct to catch up with the learning delay at an early stage. For example, the management department 13 reviews the time management to increase the learning time, and the tasks for the delay (courses that should have been taken before last week) and the tasks for this week (courses that should be taken within this week) Instruct them to take both. This is because if learning is delayed even a little, it is important to catch up with the delay immediately.

In addition, when the progress level is A-5, there is a high possibility that the learner is not able to manage the time, and it is considered difficult to catch up the learning delay at an early stage. Therefore, the management unit 13 instructs the learner so that the learning delay does not progress more than now (that is, the learning does not delay more than now). For example, the management department 13 reviews the learning environment and lifestyle (improvement of the quantity and quality of sleep, exercise and meals, television, games and drinking parties) that are the basis of learning so that one week's worth of learning can be completed. To deal with such temptations). Then, the management unit 13 confirms the progress status after a certain period of time (for example, one week later), and when the progress of the learning delay stops, it is instructed to catch up the learning delay.

In addition, in order to make the learner aware that learning is delayed, the schedule table showing the learning plan shows the tasks for the last week that are delayed in yellow and the tasks that are further delayed in red. The task may be visualized.

In addition, when the progress status is level A-6, the management unit 13 gives guidance for improving motivation. At this time, the management unit 13 requests the learner terminal 2 to input a reason for not learning, and when the reason is not an unavoidable reason such as illness or work, improvement of motivation. It is desirable to give guidance to aim for. If the reason for not learning is unavoidable, the management unit 13 approves the delay in learning and does not give any particular guidance. In addition, instruction to improve motivation is, for example, instruction to re-recognize the purpose of learning, actions that are expected to improve learning motivation (for example, "learn for the time being", "clean", "sugar content". Guidance that encourages "replenishment", "rest for the time being", "exercise", "meeting people", etc., and learning (review) of the unit that you understand (the unit with a high accuracy rate of the problem) Guidance etc.

In addition, the management unit 13 may change the learning plan according to the progress. For example, when the progress level is level A-5, the learning delay is delayed even after a certain period of time (for example, several weeks or one month) has passed since the learner was instructed not to progress the learning delay. If it is determined that the progress has not stopped, the learning plan may be changed so that the learning content is reduced to reduce the amount of learning per week.

FIG. 6 is a diagram showing an example of a curriculum of a correspondence course based on learning support information. In the example of FIG. 6, the past question course explaining how to solve the past question is divided into the past questions 1 to 5 according to the difficulty level of the past question, and the immediately preceding course is provided immediately before the main examination. In the past questions 1 to 5, the same question is repeated, and if the correct answer is given a predetermined number of times in succession, the question is skipped from the next time. When deciding the learning plan, the management unit 13 determines the amount of past questions to be handled in the past questions 2 to 5 according to the available learning time (how many years the past questions are asked in the past, and the predetermined number for skipping the problems). By adjusting the number of consecutive times) and adjusting the number of days of the last lecture given immediately before the main exam, the learning plan is determined according to the available learning time. In the example of the figure, it is assumed that the predetermined number of consecutive times is 2 or 3 and the number of days of the immediately preceding lecture is between 10 days and 3 weeks.

In the case of the example of FIG. 6, the management unit 13 reduces the amount of problems to be solved in the past questions 2 to 5 in the past question course (changes how many years of past questions are asked, and / or is predetermined continuous. The study plan may be changed by reducing the number of times), or the study plan may be changed by reducing the number of days of the previous lecture. Further, even if the learning plan is changed, if the learning delay progresses, the management unit 13 may change the learning plan so that the learning content is further reduced. For example, the management unit 13 may reduce the amount of questions in the past question course or the number of days in the immediately preceding course until the progress of the learning delay stops.

In addition, when the progress level is level A-1 and A-2, the management unit 13 allows the learner to select whether to learn the task of the next week in advance or to stop the learning until the learning plan is met. May be good.

When pre-empting a task, the study plan will be completed earlier than immediately before the main exam, and the last-minute preparation course will be conducted before the time immediately before the main exam. In this case, the learner's concentration does not have until the main exam, the peak of academic ability comes before the main exam, and the main exam is taken with the academic ability lower than the peak, and the main exam is rejected. It is thought that the possibility will increase.

Therefore, when the task is preempted, the management unit 13 may change the learning plan so that the learning content increases so that the last-minute preparation course ends immediately before the main examination. For example, the management unit 13 may increase the amount of problems to be solved in the past questions 2 to 5, or may increase the number of days of the last-minute preparation course.

FIG. 7 is a diagram showing the relationship between the grade level and the instruction content. In the example of FIG. 7, the grade levels B-2 and B-3 are combined to form a pass / fail line range, which is a common instruction content.

If the grade level is level B-1, the management unit 13 will instruct you to do your best in this condition. When the grade level is B-2 and B-3, the learner's weak field is estimated based on the grade information, and the learner is instructed to promote the learning of the weak field. In estimating the weak fields, the management unit 13 calculates, for example, the correct answer rate for each field, and estimates the fields where the correct answer rate is below the threshold value or a predetermined number of fields from the one with the lower correct answer rate as the weak fields. .. In addition, when the correct answer rate of the question of question level A is equal to or higher than the threshold value but the correct answer rate of the question of question level B or higher exists in the question information, the management unit 13 regards the field as a weak field. You may instruct them to estimate and acquire the ability to apply in their weak areas. Further, a statistical value (average value, median value, etc.) of the response speed may be calculated for each field, and a field in which the statistical value is less than the threshold value may be estimated as a weak field.

Even if the confirmation test results are good, the mock test results may be poor. It is considered that this is because when the learning range becomes wide, the output of what has been learned cannot be obtained. In this case, the management unit 13 may instruct to carry out the mock test many times because the result of the mock test is improved by taking the mock test many times.

When the grade level is level B-4, the management unit 13 gives guidance on reviewing the lifestyle habits that form the basis of learning, in addition to reviewing the learning attitude (quantity and quality of learning).

Further, in the instruction based on the learner's attributes, for example, the management unit 13 analyzes the grade information for each gender, determines whether or not there is a gender difference in the grade, and if there is a gender difference in the grade, , Give guidance based on the difference. If the results of the female mock exam are lower than the results of the male mock exam, the management unit 13 instructs the female learners who have poor results in the first mock exam to increase the number of mock exams.

In general, the older the person, the lower the memory. Therefore, the management unit 13 instructs the learner to perform memory learning (learning with a memorization card, etc.) as the learner gets older. In general, the older the person, the higher the self-management ability, so that he / she can cope with long-term learning. Therefore, the management unit 13 instructes the learner to thoroughly manage himself / herself as the learner's age becomes younger. In addition, grade information may be analyzed for each age to determine whether or not there is a difference in grades depending on age, and if there is a difference in grades due to age, guidance may be given based on the difference.

In addition, the days of the week and the number of days off, the hours during which study is possible, and the like differ depending on the occupation, so the hours during which study is possible differ. Therefore, the management unit 13 may provide guidance according to the occupation. In addition, the instruction method (expression of a message describing the instruction content, etc.) may be changed depending on whether the personality is "a type that grows when praised", "a type that works hard when scolded", or "neither". ..

In addition, when the number of examinations is one or more, that is, when the next examination is the second or more, the grade is better at the beginning, but tends to gradually decrease relatively. Therefore, when the number of examinations is one or more, the management unit 13 gives guidance so as not to skip learning even if the grades are good.

FIG. 8 is a diagram showing an example of the hardware configuration of the learning support system 1. As shown in FIG. 8, the learning support system 1 has a processor 21, a main memory 22, a recording device 23, an input device 24, and a display device 25, which are connected via a bus 26.

The recording device 23 is a device that records data so that it can be written and read, and records a program that defines the operation of the processor 21, learning support information, learner information acquired by the acquisition unit 12, and the like. The processor 21 reads the program recorded in the recording device 23 into the main memory 22, and uses the main memory 22 to execute processing according to the program. The processor 21 realizes each part 11 to 13 of the learning support system 1 shown in FIG. The input device 24 is a device in which various information is input from the operator of the learning support system 1 and an external device (not shown), and the information is used for processing of the processor 21. For example, the learning support information is recorded in the recording device 23 via the input device 24. The display device 25 is a device that displays various information.

FIG. 9 is a flowchart for explaining an example of instruction processing by the learning support system 1.

First, the acquisition unit 12 acquires the learner's attributes, the start time of the course, and the learnable time (step S901).

The management unit 13 determines the learner's learning plan based on the learning start time and the learning available time acquired by the acquisition unit 12, and provides the learning plan to the learner terminal 2 (step S902).

After that, when the provision request requesting the provision of the learning support information is received from the learner terminal 2, the information providing unit 11 provides the learning support information corresponding to the provision request to the learner terminal 2 (step S903).

The acquisition unit 12 acquires the usage content for the learning support information based on the learning support information provided by the information providing unit 11 (step S904).

The management unit 13 determines whether or not it is time to give guidance according to the progress (step S905). The timing of giving guidance according to the progress is, for example, once a week.

When providing guidance according to the progress status, the management unit 13 determines the progress level for the learning plan based on the usage content acquired by the acquisition unit 12, and provides guidance according to the progress level (step S906). If the guidance according to the progress is not provided, the management unit 13 skips the process of step S906.

In addition, the management unit 13 determines whether or not it is time to give guidance according to the grade (step S907). The timing of giving guidance according to the grades is, for example, once a month.

When providing guidance according to grades, the management unit 13 determines the learner's grade level based on the grade information of the usage content acquired by the acquisition department 12, and provides guidance according to the grade level (step S908). ). If the guidance according to the progress is not performed, the management unit 13 skips the process of step S908.

Then, the management unit 13 determines whether or not the information providing unit 11 has provided all the learning support information according to the learning plan. If all the learning support information is not provided, the process returns to step S903, and if all the learning support information is provided, the process ends.

The timing of instruction according to the learner's attributes can be set as appropriate. For example, the management unit 13 may provide guidance according to the learner's attributes between steps S902 and S903, or may be performed together with steps S906 or S908.

As described above, according to the present embodiment, the information providing unit 11 provides the learner terminal 2 with learning support information that supports predetermined learning. The acquisition unit 12 acquires the learning start time when the learner starts using the learning support information, the learnable time of the learner, and the content of use for the learner's learning support information. The management unit 13 determines the learning plan using the learning support information for the learner based on the start time of the course and the available learning time, and gives the learner guidance on learning based on the learning plan and the content of use. I do. Therefore, even in the correspondence course using the learning support information, it is possible to give the same guidance to the learners who have the same learning situation, so that it is possible to give appropriate guidance.

Further, in the present embodiment, when the management unit 13 determines that the learner's learning is behind the learning plan based on the learning plan and the content of use, the management unit 13 is instructed to catch up with the learning delay. Therefore, for this reason, it is possible to guide the learner to efficient learning according to the learning plan.

Further, in the present embodiment, when the management unit 13 determines that the learner's learning is delayed by a predetermined period or more from the learning plan based on the learning plan and the content of use, the management unit 13 is instructed so that the learning delay does not progress. After that, if it is determined that the progress of the learning delay has stopped, the students are instructed to catch up with the learning delay. For this reason, even for those who do not have the ability to learn according to the learning plan, it is possible to catch up with the delay in learning after acquiring that ability, so efficient learning according to the learning plan. It is possible to guide learners to.

Further, in the present embodiment, the management unit 13 determines that the progress of the learning delay has not stopped even after a certain period of time has elapsed since the learner's learning was determined to be delayed by a predetermined period or more from the learning plan. If it is determined, the learning plan is changed so that the learning content is reduced. Therefore, even a person who does not have the ability to study according to the learning plan can be made to study to the end without giving up.

Further, in the present embodiment, when the management unit 13 determines that the learner's learning has progressed for a predetermined period or more from the learning plan, the management unit 13 changes the learning plan so that the learning content increases. For this reason, it is possible to prevent the learning from being completed earlier than immediately before the main test and the concentration on the main test to be lost.

Further, in the present embodiment, the management unit 13 gives guidance to the learner based on the grade information indicating the learner's grade for the problem. Therefore, appropriate guidance can be provided according to the grades.

In addition, when the learner's grade is included in the predetermined pass / fail line range, the management unit 13 instructes the learner to estimate the weak field of the learner based on the grade information and promote the learning of the weak field. To do. For this reason, it is possible for learners who may not be able to pass this test as they are to overcome their weaknesses and lead them to pass.

Further, in the present embodiment, the management unit 13 gives guidance for reviewing the learning attitude and lifestyle when the learner's grade is lower than the pass / fail line range. For this reason, it is possible for learners who are likely to be unable to pass the main examination as they are to review their learning attitudes and lifestyles and approach the passing of the main examination.

Further, in the present embodiment, when the learner's grade is higher than the pass / fail line range, the management unit 13 is instructed to do his best in the same manner as before. For this reason, it is possible to suppress the lack of learning due to good grades.

Further, in the present embodiment, the pass / fail line range is defined by a higher ratio indicating the position of the learner's grade with respect to the grade of all the learners. Therefore, it is possible to provide guidance that appropriately reflects the learner's chances of passing.

Further, in the present embodiment, the learner's grade is the grade for a specific problem performed in the most recent fixed period. For this reason, it is possible to provide guidance that appropriately reflects the learner's current possibility of passing.

Further, in the present embodiment, the management unit 13 provides learning guidance based on the attributes of the learner. Therefore, it is possible to provide appropriate guidance according to the learner's attributes.

The embodiments of the present disclosure described above are examples for the purpose of explaining the present disclosure, and the scope of the present disclosure is not intended to be limited only to those embodiments. One of ordinary skill in the art can implement the present disclosure in various other aspects without departing from the scope of the present disclosure.

1: Learning support system 2: Learner terminal, 11: Information provision department, 12: Acquisition department, 13: Management department

Claims (9)

It is a learning support system that is connected to the learner terminal used by the learner.
An information providing unit that provides learning support information that supports predetermined learning to the learner terminal, and
An acquisition unit that acquires the start time of attendance at which the learner starts using the learning support information, the learnable time of the learner, and the content of use of the learner for the learning support information.
A learning plan using the learning support information is determined for the learner based on the learning start time and the learning available time, and learning is performed for the learner based on the learning plan and the usage content. possess a management unit to perform the guidance of, the,
When the management unit determines that the learning of the learner is behind the learning plan based on the learning plan and the usage content, the management unit instructs the learner to catch up with the learning delay, and the learning plan and the above-mentioned When it is determined that the learner's learning is delayed by a predetermined period or more from the learning plan based on the usage content, the learning is instructed not to progress, and then the progress of the learning delay is stopped. If it is determined, it is instructed to catch up with the learning delay, and even if a certain period of time elapses after it is determined that the learning of the learner is delayed by a predetermined period or more from the learning plan, the progress of the learning delay progresses. A learning support system that changes the learning plan so that the learning content is reduced when it is determined that is not stopped . The learning support system according to claim 1 , wherein the management unit changes the learning plan so that the learning content increases when it is determined that the learner's learning is ahead of the learning plan for a predetermined period or more. It is a learning support system that is connected to the learner terminal used by the learner.
An information providing unit that provides learning support information that supports predetermined learning to the learner terminal, and
An acquisition unit that acquires the start time of attendance at which the learner starts using the learning support information, the learnable time of the learner, and the content of use of the learner for the learning support information.
A learning plan using the learning support information is determined for the learner based on the learning start time and the learning available time, and learning is performed for the learner based on the learning plan and the usage content. possess a management unit to perform the guidance of, the,
The learning support information includes problem information indicating a problem, and includes problem information.
The acquisition unit acquires grade information indicating the learner's grade for the problem, and obtains grade information.
When the learner's grade is included in a predetermined pass / fail line range, the management unit estimates the learner's weak field based on the grade information and promotes learning of the weak field. A learning support system that provides guidance and guides the review of learning attitudes and lifestyles when the learner's grades are lower than the pass / fail line range . The learning support system according to claim 3 , wherein the management unit instructs the learner to do his best in the same manner as before when the learner's grade is higher than the pass / fail line range. The learning support system according to claim 3 or 4 , wherein the pass / fail line range is defined by a higher ratio indicating the position of the learner's grade with respect to the grade of all the learners. The learning support system according to any one of claims 3 to 5 , wherein the learner's grade is a grade for a specific problem performed in the most recent target period. The acquisition unit acquires the attributes of the learner and
The learning support system according to any one of claims 1 to 6 , wherein the management unit provides learning guidance to the learner based on the attributes of the learner. It is a learning support method performed by a learning support system connected to a learner terminal used by a learner.
Provide learning support information that supports predetermined learning to the learner terminal,
The learning start time when the learner starts to use the learning support information, the learning available time of the learner, and the usage content of the learner for the learning support information are acquired.
A learning plan using the learning support information is determined for the learner based on the learning start time and the learning available time.
The learning plan and on the basis of the available content, have line guidance of learning to the learner,
In the learning instruction, when it is determined that the learner's learning is behind the learning plan based on the learning plan and the usage content, the learning plan and the learning plan and the instruction are instructed to catch up with the learning delay. When it is determined that the learning of the learner is delayed by a predetermined period or more from the learning plan based on the usage content, the learning is instructed not to progress, and then the progress of the learning delay is stopped. If it is determined that the learning has been delayed, the learner is instructed to catch up with the learning delay, and even if a certain period of time elapses after determining that the learning of the learner is delayed by a predetermined period or more from the learning plan, the learning delay A learning support method in which the learning plan is changed so that the learning content is reduced when it is determined that the progress has not stopped . It is a learning support method performed by a learning support system connected to a learner terminal used by a learner.
To the learner terminal, support predetermined learning, provide learning support information including problem information indicating a problem, and provide learning support information.
The learning start time when the learner starts to use the learning support information, the learnable time of the learner, the content of the learner's use for the learning support information, and the learner's performance for the problem are shown. Get grade information and
A learning plan using the learning support information is determined for the learner based on the learning start time and the learning available time.
The learning plan and on the basis of the available content, have line guidance of learning to the learner,
In the learning instruction, when the learner's grade is included in a predetermined pass / fail line range, the learner's weak field is estimated based on the grade information, and learning of the weak field is promoted. A learning support method in which the learner 's grades are lower than the pass / fail line range, and the learner's learning attitude and lifestyle are reviewed .

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