This paper focuses on the development of information literacy in Japanese major education in China. In order to foster various abilities including information literacy, a series of learning activities based on the Big6 model of information problem solving are conceptualized, and tools to support the learning activities are designed in the Online Japanese Culture Course. And through educational practice, it was confirmed that this course was effective in fostering information literacy.

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This study aimed to introduce and clarify the role of performance criteria in an online programming exercise environment. Consequently, this study implemented online programming exercises. There were some issues with the asynchronous learning process, although the students’ motivation re-mained high throughout the implementation period. Therefore, performance criteria were introduced to allow students to self-regulate their performance. The analysis of the students’ programming ex-ecution logs, questionnaires, written text data, and quiz questions showed that the quality and quantity of their efforts in programming exercises in asynchronous learning improved. Furthermore, the use of performance criteria survey revealed that when students learn to program autonomously, there are roles for motivating them to learn, supporting their learning, and connecting their learning with others. It is necessary to develop product criteria and verify them through practicing formative assessment in the future.

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