This study intends to examine the relevance of the learning form, the learning experience and their psychological characteristics, for junior and senior high school students to work on collaborative learning in the asynchronous e-learning. OSRLI-J (a Japanese version of the Online Self-Regulated Learning Inventory) used in the research showed the same factor structure as the previous researches, which confirms the reliability in general. In relation with the learning form, the mutual evaluation activities promote the regulated learning. Under such condition, a significant correlation has shown between the learning log and their psychological personality. In the learning experience, we confirmed a significant correlation between the regulated learning and their psychological personality for beginner students, the regulated learning and NFC (the Need For Cognition) for students with experiences. We also have found out the features of the regulated learning due to the difference in the learning experience. In the Co-RL (Co-Regulated Learning) which paired the junior high school and senior high school students, we confirmed there is a significant correlation between the total amount of words used in the learning log of junior high school students and the psychological characteristics, as well as the interaction strategies of paired high school students. These results will form a viewpoint for further research of e-learning intended for junior and senior high school students.
This study conducted a practice class of peace education using spherical panorama Virtual Reality (VR) learning material with free exploratory learning activity and presentation. The aim of this study was to examine the learning effects of note taking activity in the class. Furthermore, the results of the study show the effective use of this learning material.
The study involved students from two grade-six classes of a public elementary school in Tokyo. The classes were compared in terms of “learning activities” after performing a comprehension test about the Nagasaki atomic bomb. As a result, “the free exploring group” and “the note taking group” equally improved in the post-test stage compared to the pre-test stage. The follow-up test conducted one month after the initial test showed that the scores of the post-test had been maintained. Therefore, in terms of knowledge acquisition, it was seen that free exploring and note taking activities have similar effects.
Regardless of the learning activities, the results of the subjective evaluation of the questionnaire show that learners were highly appreciative of all the items regarding the “interest and motivation,” “understanding,” and “realistic feeling ”the materials inspired. Thus, learners were positive about this learning material and found it easy to understand compared with the usual class material like textbooks and the Internet. In addition, taking notes using this learning material has also shown to increase the interest and motivation for the learning content. For learners, the “note taking” activity is one of the most familiar learning strategies. Therefore, it was suggested that this could be a factor behind the positive impression of the learning content. Furthermore, by fully providing the time for free exploring, it also tends to increase interest in other areas of learning. Moreover, the presence of the note taking did not interfere with the “realistic feeling” of the learners in this practice. As a result, it is necessary to examine the possibility of interfering with the “realistic feeling” by limiting the time of the free exploring activities.
Future research is required to validate the possibility of image information and immersive feeling affected by memory. Further, it is necessary to examine the relation between the memory and body movements from the viewpoint of cognitive processes and gesture research.
We propose an application “Shinosuta” for community study. The Shinosuta is utilized as a game collecting series of stamps at landmarks. The landmark is drawn in Japanese cards “karuta” produced by students in the Komaki Municipal Shinooka primary school. However, some students have not gone to the landmark place although they have knowledge of its history. Therefore, the purpose of the Shinosuta is to give them an experience to see the landmark, and to increase motivation for learning. We evaluated Shinosuta in 2014 and 2015, and more than 90% of all answer indicates positive.
It is important to have sufficient training before providing first aid for accidents or disasters. In this study, we developed an educational tool for first aid training with an optical see-through head mounted display that enables first aid training CG models to be displayed of a user's knee. Users can learn first aid skills using their own legs while viewing stereoscopic images from the optical see-through head mounted display. The experimental results found that the proposed educational tool was more effective than conventional video material as learners could more easily understand the position and shape of a triangular bandage. In addition, it was found that the educational tool also allowed learners to better understand the correct procedure for using triangular bandages than when using a conventional textbook.
In this research, the authors clarified teachers’ ICT use and impression for tablet PCs in the city where be integrated one-to-one tablet PCs. The survey was conducted for teachers represented thirteen elementary schools and five lower secondary schools in City A. As results, it was clarified: the elementary school teachers use tablet PCs and another ICT more than secondary school teachers; ICT use by students is less progressing than by teachers; the secondary school teachers impresses burden more than the elementary school teachers.
Tablet computers have been widely introduced to primary and secondary schools, but there have been few studies of the introduction process. The purpose of the study was a systematic examination of the process by which tablet computers are newly introduced through a case study of schools where this is taking place. The present study is aimed at providing valuable information for schools and regions planning to introduce tablet computers by summarizing the introduction process, which has not been elucidated in preceding studies. Here, we classified the introduction process into five phases and summarized the content of the main initiatives in each phase. Furthermore, we asked teaching staff to take part in an opinion poll and conducted semi-structured interviews with administrations before the introduction of tablet computers, and then organized the collected data.
PBL: Project Based Learning which learners conduct inquiry activities for the concrete goal, is one of the instructional design method for facilitating active learning. It is assumed that tablet devices help the leaners’ inquiry. In this research, teachers designed and conducted PBL with information utilization based on existing subjects and units. Analysis of unit design sheets, a questionnaire for the teachers and interview with 11 teachers were carried out. Consequently, chance of using tablets by students increased significantly. They used devices in group or pair. The teachers changed their mind to conduct inquiry learning and collaborative learning with ICT utilization. They designed their original project units considering learning goals, variety of collaboration in their students and their ICT skills gap.
Teachers’ awareness for ICT use in 1:1 elementary education is investigated in this research. When comparing teachers with varying experience levels, common points were that knowledge and skills about ICT use do not significantly vary between teachers and that both teachers consider students require the operating skills of Tablet PC. On the other hand, different points were that situations and contents of ICT use were manifold for expert teachers about ICT use in the usual class and that only expert teachers mentioned from the view point of a student such as the visual effect of the information-giving. Compared to the previous researches about teachers’ ICT use in one of ICT environment in the classroom, different points became clear that both teachers attach importance to the classroom rules in the class using ICT, that both teachers consider that students require the operating skills of Tablet PC and that knowledge and skills about ICT use do not significantly vary between teachers.
The authors developed a support system for viewing lecture contents by using lecture contents metadata. This system has two functions: unit/learning content playing function and playlist function. The unit/learning content playing function can divide the lecture content into each unit and learning content. This function can also view each unit and learning content. The playlist function can view plural units and learning contents continuously. The authors took a survey and conduct demonstration experiments about the efficacy of their system. In the results, the authors found the certain effect to this system.
A purpose of this study is to develop a program mainly on the radio program production that is effective for media literacy upbringing of the high school student. We practiced the program which let them produce a program after having let a student experience plural activity to need media literacy related to radio program production in this study. And we evaluated the impression of the student who participated in this program whether a student noticed media literacy by qualitative analysis. As a result, this program which we practiced was effective for media literacy upbringing of the student.
August 28, 2017 There had been a service stop from Aug 28‚ 2017‚ 1:50 to Aug 28‚ 2017‚ 10:08(JST) (Aug 27‚ 2017‚ 16:50 to Aug 28‚ 2017‚ 1:08(UTC)) . The service has been back to normal.We apologize for any inconvenience this may cause you.
July 31, 2017 Due to the end of the Yahoo!JAPAN OpenID service, My J-STAGE will end the support of the following sign-in services with OpenID on August 26, 2017: -Sign-in with Yahoo!JAPAN ID -Sign-in with livedoor ID * After that, please sign-in with My J-STAGE ID.
July 03, 2017 There had been a service stop from Jul 2‚ 2017‚ 8:06 to Jul 2‚ 2017‚ 19:12(JST) (Jul 1‚ 2017‚ 23:06 to Jul 2‚ 2017‚ 10:12(UTC)) . The service has been back to normal.We apologize for any inconvenience this may cause you.
May 18, 2016 We have released “J-STAGE BETA site”.
May 01, 2015 Please note the "spoofing mail" that pretends to be J-STAGE.