Analysis of the design of effective learning activities using learning-type PDCA and CAPD cycles on the basis of the characteristics of individual students

Abstract

The learning-type PDCA cycle and the CAPD cycle are methods of managing the process of learning. In this paper, we examine the trends in the differences between self-evaluations and others’ evaluations of learners’ abilities, goals, and results as they learn improvement activities through the learning-type PDCA or CAPD cycle. In addition, using graphical modelling, we examine how to explain differences among evaluations according to the characteristics of individual students and how to design effective learning activities through the learning-type PDCA and CAPD cycles.