The purpose of the present study was to test the causal model for the relationships among self-efficacy, anxiety, self-regulated learning strategies, and persistence in learning. Self-efficacy scale, scale on feelings of anxiety while studying, cognitive self-regulated learning strategies scale, self-motivational strategies scale, and subscale of Gakugeidai Academic Motivation Inventory measuring a lack of persistence in learning, were administered to 449 junior high school students twice : both 1 month before and 1 week before examination. The results, analyzed using structural equation modeling, were as follows : (1) self-efficacy predicted cognitive self-regulated learning strategies and intrinsic regulation strategy positively, whereas self-efficacy predicted extrinsic regulation strategy negatively : (2) feelings of anxiety influenced all three self-regulated learning strategies positively : (3) intrinsic regulation strategy was related negatively to a lack of persistence, but extrinsic regulation strategy was related positively to a lack of persistence.
This paper describes verification of the practice report over four years of the evaluation for students' understanding by their logical flow graph, and its validity. This practice was performed with a class "the system design II" for the department third grader of machine system engineering of our university. From the practice result, it was shown that the evaluation for students' understanding using logical flow graph is effective for the instruction design. Moreover, it became clear that evaluation near the interview evaluation which asks a logical problem solution process can be performed by combining with the result of a written examination and design evaluation, and using.
Many researchers agree that individual's achievement goal provides a framework through which a variety of cognitive and affective responses to achievement situations can be interpreted. The purpose of this study was to examine the relations of achievement goals to an evaluation of the instruction given to university students and their academic performance. Participants were 108 students of a women's university, enrolled in an educational psychology course. From the structural equation modeling, it was found that students' achievement goals differently affected their evaluations of instructions and academic performance. It was also found that the evaluation of teaching performance of the teachers influenced students' self-evaluation and academic performance.
This paper studies the design of intra-group communication observed among students who utilized CMC as one of the learning resources in a collaborative learning setting. The study was conducted in a learner-constructing course in order to clarify students' own designs of collaboration. Results show that the groups which successfully utilized CMC for their learning had active participation and understood their discussions well - building stronger communication links between FTF and CMC. In consequence, a learning environment design in FTF is needed to promote students' participation and comprehension ; therefore, a possibility of an "open tool" for sharing discussion is proposed.
University of Technology, which the author works for, was created to provide consistent, university-level and post-graduate-level learning opportunity for the College of Technology graduates. The unique feature of this university is that three forth students are from colleges of technologies at three grade. However, in this education style, there occurred a serious problem that the curriculum for the students from the National Colleges of Technologies is sometimes inconsistent because all colleges have different curriculum. To solve this problem, Nagaoka University of Technology began to provide e-learning classes, corresponding to the classes in B1 and B2 in the university, by using e-learning for the colleges since 2001. This paper reports the educational methods and evaluation results by providing some questionnaires. As the results, the questionnaire results does not show high score in the sense of the communication with teacher, but the test results shows the same average of the score as the students who learned the same subject in usual classes in the university.
This study examines the effects of "integrative" CALL, which is based on multimedia computers and the Internet with the aim of improving learners' English 4 skills, on the English learning, self-directed learning, and computer use of Japanese college EFL students, by comparing two groups : one with one-term CALL experience (the CALL group) and the other without any CALL experience (the non-CALL group). Questionnaire surveys were administered at the beginning and end of the spring term, 2002. Factor analyses of the data confirmed four common motivational factors. In a follow-up ANOVA, the CALL group indicated significantly higher mean factor scores than the non-CALL group in two motivational factors. It was also confirmed the CALL group came to engage in more self-directed learning. We also found the CALL group came to use the computer outside the classroom significantly more often and that there was a correlation between the frequency and some motivational factors at a statistically significant level. In the end, it was confirmed that CALL has some positive effects on Japanese college EFL students' motivation and autonomous attitude in English learning.
Recently, e-learning has drawn attention from many higher educational organizations. Generally, most web-based e-learning systems have BBS (broad bulletin system) for learner to interact with each others. Learners using BBS can exchange some information, make a discussion and do collaborative problem solving. The purpose of this research is to develop and evaluate the Java software called "iTree" which can work on the mobile phone that each learner has. iTree can visualize the current state of learner's interaction on BBS by the metaphor of "a growing tree". iTree aims at facilitating learner's some activities on BBS. The state of interaction is represented as a growing tree on wall screen on the mobile phone. Each learner takes a look at this image, he / she can grasp the current state of learner's interaction on BBS. As the result of the evaluation of iTree, iTree provides learners with some opportunities to see the other learner's messages more positively. And many learners look upon iTree as an useful learning media.