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As a new initiative in school year 2015-2016 for the course ICT Exercise, we implemented the completion of voluntary learning tasks in addition to required homework for students. The voluntary learning tasks were intended to enhance the learning motivation of students with a high level of computer literacy and encourage academic achievement. A learning advisor was assigned to provide support during specific periods outside of class and prepare reports on support given to the students’ instructors. For submitting voluntary learning tasks, students could earn a maximum of 10 additional points to their overall results. Consequently, the submission rate for the voluntary learning tasks was 16% among a total of 374 undergraduate students. Meanwhile, the number of consultations with the learning advisor increased 2.1 times in 2015 compared with that in 2014, when the voluntary learning task scheme was not yet set. This result indicates that setting higher goals and providing a support system for students promote their learning behavior. The student group that completed the voluntary learning tasks showed a higher learning outcome compared with the student group that did not submit them. Learning outcomes were measured by year-end test and Rasti scores, which help assess capability for the effective use of information technology. We discuss the development of learning environment types to promote students’ motivation to learn voluntarily.

Raising Student Efforts through Voluntary Learning Tasks in Information Literacy Classes as Outcome of Deploying Learning Advisors