| year | date of issue | No | title | topic provider |
| 2021 | Sep 30 | Vol.1 | Devising on-demand classes: Display teaching materials in the Test | Hiroshi Imamura (College of Life Sciences) |
| Oct 8 | Vol.2 | Devising Learning Assessment: Assign report assignments randomly | Hiroshi Imamura (College of Life Sciences) |
| Oct 15 | Vol.3 | Devising interactive classes: Use attendance function to check students' understanding | Ryozo Matsuda (College of Social Science) |
| Oct 29 | Vol.4 | Devising interactive classes: How to structure learning with multiple activities | Yukie Kondo (College of Pharmaceutical Sciences) |
| Nov 5 | Vol.5 | Devising interactive classes: Visualization of group learning using Slack | Yukie Kondo (College of Pharmaceutical Sciences) |
| Nov 12 | Vol.6 | Devising learning assessment: Conducting an exam using the manaba+R function | Nobutaka Shimada (College of Information Science and Engineering) |
| Nov 26 | Vol.7 | Devising on-demand classes/Devising interactive classes: Develop the habit of questioning in all students | Yoko Nishihara (College of Information Science and Engineering) |
| Dec 10 | Vol.8 | Devising online test administration: Conducting online written exam equivalent to face-to-face exam for some students | Yutaro Iwamoto (College of Information Science and Engineering) |
| Dec 24 | Vol.9 | Devising online test administration: Administration of examination using autoscore test (manaba+R) and Zoom | Tomoharu Mori (College of Comprehensive Psychology) |
| Jan 21 | Vol.10 | Devising of feedback: Use TA for personal feedback | Hiroyoshi Matsumura (College of Life Sciences) |
| Feb 4 | Vol.11 | Devising online exam administration: How to conduct an online test using handwritten answer sheets | Mikhail SVININ (College of Information Science and Engineering) |
| 2022 | Apr 21 | Vol.12 | On-demand classes Devices: How to make teaching materials that enhance students’ motivation to learn | Katsuki Takao (College of Life Sciences) |
| May 27 | Vol.13 | Devising of feedback: Give students opportunities to encounter research papers when giving feedback. | Yuko Yato (College of Comprehensive Psychology) |
| Jun 17 | Vol.14 | Single-page portfolio to encourage reflection on learning progress | Kazutomo Araki （Graduate School of Professional Teacher Education） |
| Jun 24 | Vol.15 | Zoom Icebreaker ideas – Breakout rooms | Kazutomo Araki （Graduate School of Professional Teacher Education） |
| Jul 15 | Vol.16 | Using manaba+R to encourage active interactions between students during class | Tomoko Takemura (College of Image Arts and Sciences) |
| Sep 30 | Vol.17 | Ensuring audio quality to boost class participation in a hybrid classroom | Katsunori Ida and Hiroshi Tanaka (Graduate School of Professional Teacher Education) |
| Oct 28 | Vol.18 | Report topics that promote in-depth understanding and knowledge sharing | Takakazu Fujiwara (College of letters) |
| Nov 25 | Vol.19 | Selecting the online tools according to the types of class | Takashi Mitsuda (College of Information Science and Engineering) |
| Jan 13 | Vol.20 | How to encourage students to work on preliminary assignments | Takashi Sato (College of Economics) |
| Jan 20 | Vol.21 | A class structure that encourages active student participation | Takashi Sato (College of Economics) |
| Mar 3 | Vol.22 | Using Zoom for In-class learning | Taku Noguchi (College of Information Science and Technology) |
| Apr 24 | Vol.23 | Enabling inclusive group work for students with high care needs | Hanako Suzuki (College of Comprehensive Psychology) |
| Apr 14 | Vol.24 | Closing the gap in basic academic skills among students with preliminary assignments to create a fair environment for class participation | Aiko Sano (College of Letters) |
| Apr 28 | Vol.25 | Lowering the hurdles for preliminary assignments in humanities courses to make them easier to tackle | Astuko Tsuji (College of letters) |