Abstract
With the development of information technology, various forms of lectures have been implemented in higher education institutions in addition to traditional face-to-face lectures, such as asynchronous and remote synchronous lectures. In recent years, various educational materials have become available on the Internet, allowing students to learn freely according to their interests. Consequently, we believe that it is necessary to respond to students' learning styles as students increasingly seek these materials and continuously learn on their own. In this paper, we conducted asynchronous lectures that prioritized student autonomy to promote self-directed learning and analyzed students’ learning activities. Furthermore, we gathered and analyzed the learning records of students who took this course during the latter semester to verify whether their learning styles were sustained. We report the results of this analysis.
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