In distance education at a simultaneous lecture, this kind of research is without precedent which learners' eyes meet, contactable, their teacher. In this research, the lecture was executed by three different methods. Two of the lectures were executed through Video Conferencing Systems, new one to which a look can be matched and another former one that a look cannot be matched. To them, another was executed by the real facing lecture. In each lecture, questionnaires and learning effect measurement examinations were given. Using them, the comparative analysis of the educational effect were made. From a decentralized analysis of the examination results, result difference was not found among the lectures. Analysis of variance and the multiple comparison estimated the questionnaire evaluation. In addition, factors about understood feeling and study volition were excluded as subjective study evaluation, and then factor analysis were executed. As a result, the following six factors have been extracted: "non-verbal communication" "getting tired" "strain" "a look, real existence desire" "fatigue, dissatisfaction" "relaxation" Each factor was assumed to be an independent variable, examination result, objective study evaluation, and subjective study evaluation were assumed to be a dependent variable. Using them, single recurrence analysis and multiple regression analysis were executed. As a result, the following were clarified. "Non-verbal communication" has a positive influence on the understood feeling, volition, and understanding level. The learning environment which a look cannot be matched becomes an obstacle for the learner's study activity. Although, the distance education with a look can be matched form applies the teaching method for a facing simultaneous lecture, measures against "getting tired" are necessary.

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This study investigated how college students learn Japanese as a foreign language through email exchanges with learners in foreign countries. This study specifically addresses the way in which their messages change and how they mutually interact. Results showed that they gradually developed reader awareness and came to state personal opinions about others' messages and to require others' responses. Furthermore, their texts increasingly included more bases for claims and fewer grammatical errors over time. Results also showed that, through exchange with other learners, they organized their own ideas inductively or deductively in their messages, interweaving them with others' ideas, texts, and organizations, thereby forming a basis to create socially constructive learning of foreign languages.

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In CALL, many authentic speech samples should be played to the learners when the material is aiming to improve listening and/or speaking abilities. In materials which deliver the content over the network, such as e-Learning system, speech files are often compressed in order to keep the transferring speed high or to save the memory space. However, there is a possibility that the trainig with compressed speech decreases the training effects compared to the training with uncompressed speech. In this paper, the effects of speech format on the intelligibility of English phoneme pairs, which are difficult for Japanese, were measured through perception experiments. Both native speakers of American English (AE) and native speakers of Japanese (J) identified English word pairs which contrasted in /r/-/l/, /b/-/v/ or /s/-/th/. Results demonstrated that the intelligibility of certain phonemes in certain formats decreased, both for native speakers of AE and native speaker of J.1t was also shown that when native speakers of J were trained to identify English phonemes by using speech with unsufficient intelligibility, the training effects did not generalize to the identification ability of high-quality speech. These results suggest that there are some speech formats which are inadequate for use in foreign language education materials.

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This paper shows results of development of an instructional design model for inter school collaborative learning. The model consists of a framework model and a procedure model which are based on constructivist learning theories, To refining the model, interviews for 34 teachers were conducted and 870 strategies were collected. In result, the instructional design model was successfully developed considering the constructivist learning theories and practical knowledge.

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In this study we developed an online learning program for teachers to learn about media literacy. This online learning program enabled teachers to interact with 1) media creators (an advertisement creator and a television producer); 2) media literacy researchers; and 3) experienced media teachers who have developed many media literacy lesson plans and put them into practice. All of them have expertise that can help teachers understand media literacy and design lesson plans. The teachers' learning about media literacy was evaluated through interaction with them. On the basis of this evaluation, it was found that 42.1 percent of the teachers who participated in this online learning program learned the working conditions of media creators and the theoretical background of media literacy. It also gave them ideas about how to use this knowledge to design media literacy lesson plans and the opportunity to reflect upon them. The study showed that interaction with other professionals through this online learning program can play a crucial role in providing teachers with practical content knowledge about media literacy.

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This study evaluated the value of pull-down, radio button, and text box, input interfaces based on the evaluation system of instruction for using mobile phones. In Experiment 1, 36 university student participants inputted specific values on their mobile phones. The results of input time analysis indicated that the input time in the pull-down condition and the radio button condition were shorter than in the text box condition. In Experiment 2, participants were divided into 4 groups, 3 in mobile phone and 1 PC conditions and they conducted the same task under the same instructions, input conditions and evaluation system as in Experiment 1. The results of input time analysis in Experiment 2 were identical to Experiment 1. The 2 studies suggest that the time for using text box was longer than for other interface conditions. The results indicate that the most appropriate input interface for use in mobile phones is the pull-down interface.

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We have tried distant physics class through the broadband network for high school students, which used a big machine: an ion accelerator at Tohoku University, and emphasized the body experiences. In this paper, we describe a process of that planning in detail. We took special strategies to fill the students' cognitive gap due to the absence of the machine and its complexity. Overall, the result showed the feasibility of the distant class.

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