@article{oai:nagasaki-u.repo.nii.ac.jp:00002252,
 author = {中島, ゆり},
 journal = {長崎大学大学教育イノベーションセンター紀要, Journal of the Center for Educational Innovation Nagasaki University},
 month = {Mar},
 note = {This paper aims to review college student study time. Study time is one of the significant variables to understand how well each college manages its curriculum. Colleges conduct student survey and measure how much time students spend on homework or assignments
each week, often employing categorized measurement scales. Scholars point out that 
Japanese students do not study as much as the US students do. Japanese governments demand each college to make students study at least two hours outside classroom by one credit. In this manner, measuring precise study time becomes more important for college educational management. However, categorized measurement scales cannot capture precise time as each category has a particular time span (for example, 3 to 5 hours). This study examines how much precisely study time is measured by categorized scales. For comparison, this study conducted study time through the students’ records of daily life including study. Compared with the difference in outcomes conducted both by measurement scales and the records of daily life, this study finds that there are large differences in both study times. In addition, this study explores what students study outside classroom, and finds that students do not only homework and “narrow-sense” study, but also some try to obtain competencies through part-time work, club activities, and so on. To conclude, I suggest that using measurement scales is not necessarily relevant to the measurement of precise study time, and that we need to discuss what students should learn outside classroom in consideration of the need of competency development., 長崎大学大学教育イノベーションセンター紀要, 8, pp.17-25; 2017},
 pages = {17--25},
 title = {大学生の授業外学習時間の再検討},
 volume = {8},
 year = {2017}
}