According to rapid and widespread diffusion of cellular phone, recently, the investigations of the availability of them into the classroom are done by many researchers, related with CSUL (Computer Supported Ubiquitous Learning) and CSCL (Computer Supported Collaborative Learning). Along these works, in the present paper, we propose the support system for the experience learning in the integrated study on a cellular phone. In the proposal system, several support functions corresponding to preparation step, experiential learning step and review step (making a report and presentation) for the management of experience learning are implemented. The proposal system is supposed that learners use the system through the cellular phone. Along the proposal system, we expect that learners could increase the opportunity of the self-learning and collaborative learning. On the other hand, by applying the system, teachers could save efforts for the management. Finally, we perform evaluation experiments in experience learnings with the field trip of a certain Japanese factory for one junior high school and one elementary school. From the results, we success to show that the system is practical for learners and teachers in experience learning support system.

We developed a framework that shows the difficulties in mastering metacognitive activity. Using the framework, we have tried to reveal the correspondence between existing methods and systems for supporting learning of metacognitive activity and the factors that make it difficult. The correspondence shows that existing support methods and systems refer to different targets with the same goal of helping learners acquire metacognitive activity. Our framework can also contribute to an accumulation of the research results through a shared understanding of the research on assisted learning of metacognitive activity.

This paper proposes the learning method for improving the traditional lecture of the subjects about social science in the university and studying those management factors of this learning method. This method aims at uniting two learning methods, the traditional lecture teaching mainly knowledge and the Web based collaborative learning emphasizing interaction between learners and producing the active learning.

The outline of this method is as follows. First, the students learn the knowledge and the concepts about the subject in the classroom. They present the essays of the given theme on Web. Next, each student reads the essays of the other students, compares his one with them, and discusses on Web. Then, they enhance each essay. Through this interaction process, they can get multilateral understanding and write the better essays.

In 2003, 2004 and 2005, this method was practiced for the total number of 12 semesters and we acquired some managerial knowledge of education in this method.

During the past 3 years, the authors have developed the distance learning system that can transmit 4 videos simultaneously. In this paper, we evaluate the system by applying it to graduate-level courses for adults that contained an on-site component as well as the distance-learning component. The system is designed to permit question-and-answer interactions and discussion by a small number of remote participants, allow remote viewing of on-site lectures, and promote a sense of unity among remote participants with their on-site classmates. After each course was finished, the participants were given questionnaires containing a 5-level evaluation of the system and a few free response sections. After analyzing the questionnaires, we found no significant difference in the average values between the on-site class and the remote class except for one item, and that relatively high points were marked even in the remote classes. By using this distance learning system for graduate-level courses for adults requiring frequent interaction, it becomes clear that in remote classes, we can provide almost the same learning environment as on-site classes.

The purpose of this research is to foster the pupils’ ability required to communicate by video clips on the Electronic Bulletin Board. This study was conducted with a class of 4th grade pupils’ at an elementary school. Points the pupils’ should pay particular attention to are level of voice, speed of their speech, eye contact, feeling, etc. The pupils evaluated their own video clips that were bulletined to this system. Pupils’ were more able to communicate face to face and their interest and feelings also increased as a result. The study also found that there was a significant difference between pre and post surveys. As time went on it was noticed that the pupils’ were paying close attention to what they were able to achieve the points that were required of them.

Hands–on practice is one of the most effective ways to gain better comprehensions and to acquire skills for operating information technologies when developing human resources who operate the network and applications. With the expansion of region–wide Internet infrastructure, there are needs for technical operators in many places. However, Internet developing areas often lack human resources to teach and hands–on environment to aquire knowledge to administrate the infrastructure. In this research, we propose a region–wide distributed realtime hands–on workshop to enable autonomous implementation of human resource development programs. The proposed workshop consists of following elements; a) distributed workshop environment, b) remote supervision environment, and c) tutoring environment. We conducted the proposed workshop from August 22nd to 26th, 2006,inviting 42 operators from 19 institutions in 10 Asian countries. Through our research, the proposed region–wide distributed hands–on workshop model is proved to achieve autonomous implementation of human resource development.