The topic on the usage of the Internet for educational purpose is currently hotly pursued bet there are still not many observations on the effectiveness of it in school mathematics.In this paper, the findings of Web-based collaborative learning in school mathematics conducted with three junior high school on March 2000 will be discussed.Students performed asynchronous collaborative learning using bulletin-board type database installed in a Web server set at the Koshikawa laboratory in Chiba University.Students solved several mathematical problem presented on a Web page while discussing with other students in the database.A lot of the problems solving strategies emerged in the database, and students were ables to study many mathematical views and concept as a result of it.Moreover, analysis of students' responses after the lessons indicated that students wanted to hear the other students' ideas and views have collabotative learning, breaking down the traditional concept of the classroom wall barrier.However, results indicated that difficulty of entering mathematical figures or pivtures and the lack of computer skills interfered with the usage of the Web-based collaborative system.

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The object of this study is to clarify factors affecting students' participation in electronic learning communities which connect a school and proffesionals using the qualitative research method based on a gounded theory aproach.The author reports a summary of his filedwork at a high school in Tokyo.From the data of the fieldwork, he conclues there are three elements 1) affinity to the electronic network, 2) diffences of viewpoints on science and learning, 3)special characters in the practice on overlap area, 3) special characters in the practice on overlap area, behind participation in electronic learning communities.Also he presents correspondence of learning goals and communities iof practice, support to the practice on overlap area, understanding the students' situation as three points which can give useful insights into designing a learning environment.

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This paper reports the consequences of our design project that introduced computer-based education into an elementary school.In the project, an outside support-team helped a teacher become a local expert in the school.The team was comprised of industrial researchers and academic researchers.Participatory observation and close examination of conversation among project participants revealed that (1)The teacher acquired computer skills and became a computer expert in the school, (2) The teacher failed to become a local expertwho helpscolleagues acquire computer skills and use computers in class activites, (3) Supporters from outside the school effectively supported the teacher in his role of computer expert.However, they were not able to support him fully as a local expert in the schoolcommunity.Based on theseresults, implications for fostering local experts are provided in the conclusion.

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The purpose of this study is to better understand teachers' intentions to maintain Inter-Regional Cooperative Learning using information tools.Fourteen teachers participating in the project were using video conferecing as a means and thirteen of the teachers participating in the project were using an electric bulletin board system as it.We categorized each of the particirating teachers into either one of two groups, the one's which succeeded in maintaining Inter-Ragional Cooperative Learning and one's which couldn't.We compared the results of the questinnaire from both groups, the following three points were revealed concerning the characteristics of the teachers' consideration.First, regardless of the form of the information tools used, (video conference or electronic bulletin board) the teachers who were successful in maintaining Inter-Regional Cooperative Learning all pointed out that fulle communication between the school and the effective combination of other information tools were a necessity.Second, it was found that the teachers who were able to maintain Inter-Regional Cooperative Learning were concernced with setting aside enough time for the learning activities.They also reflection on the learning environment and they also kept a journal of the activities they had done.

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A large number of still images and the motion pictures have been used and raised educational effect in the school.By the digital camera and the digital large-scale storage having spread in recent years, a huge number of digital images are being accumulated and an image database attracts attention.If it can connect now with the Internet from he classroom, it will be searched for that the teacher can start looking for now the still image and motion picture required for lesson.In this paper, the experiment and consideration were made as follows about the framework and the contents of description for the image database of meta-data type.First, the contents that should be described, and its description sequence were extrated about the framework of the meta-data that compose of both still image and motion picture.Next, the keyword was chosen as meta-data and about the criteria of the keywoed the consistency and the validity for attaching to the image was considered.And, the retrieval system was actually built the above result, the retrieval experiment by the subject was made, and the validity was verified.

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This study investigated the effectiveness of underlining while reading in readers' understanding of textual information.We researched from the two points, which were difficulties of texts and length of reading time.Subjects were assigned to three groups as follows: (1) Underlining group; they were instructed to read the text and they could underline the text wherever they wanted, (2) Prompting group; they were instructed to read the prompted text but they could't underline themselves, and (3) Control group; they were instructed to read the text which had no line and they couldn't underline themselves.The results showed that the prompting improved the subjects' recall of the underlined imformation regardless of the texts' difficulties or the length of reading time.Underlining,however,was effective only when the texts were difficult and subjects were given enough reading time.Besides that, important imformation such as key words was apt to be recalled even if there was not underlined.

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Search algorithm is an essential subject of introductory courses on artificial intelligence.The goal of learning search algorithm is to understand both precise procedure of search methods such as the depth first search, algorithm A,etc. and characteristics of search methods.Exercises are effective for getting better understanding, but students require approproate feedbacks when they make some mistakes.This paper presents an intelligent learning support system for learning search algorithm in doing exercises.The system diagnoses student's performance by the bug model to provide advices tailored to each individual student.The ability of diagnosis by the bug model depends on quality of the bug library.We analyzed students' exercise papers on the same kinds od problems given in the system and collected common mistakes.The system has threeviews in its user interface to support learning relations between procecures of search methods and characteristics of search methods.They are problem view, data structure view and feature viewThe data structure view, which shows data structure operated by the algorithm, given students detailed procedures.The feature view shows algorithm's characteristic features and is designed to represent interpretation of procedures.We used the system in a course and confirmed that the system works with practical response time.

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[in Japanese]

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[in Japanese]

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