Planning navigation process in hyperspace is an important activity for learning hypermedia-based Web resources. However, learners often fail to plan their navigation process in a self-directed way. Our approach to this issue is to provide learners with a guided map, which not only represents hyperspace but also highlights representative pages and links to be learned in the hyperspace. This paper describes the guided map generation with navigation history mining, which extracts the representative pages and links from a repository accumulating learning histories obtained from a set of learners who learned the same Web resource with the same learning goal. The number of the extracted pages and links is around the average of the ones learned by the learners. We also describe a case study with the guided map. The results indicate that it can scaffold learners’ navigation planning process.

This research aims to evaluate web-based English learning system with collaborative filtering, and suggest the possible application of collaborative filtering to learning system. We developed web-based learning system applied collaborative filtering, which distributes English electronic news that learners may have high interest, and evaluated the difference of perceived English learning skills, costs, and vocabulary level, comparing before and after using the system. The effect of recommendation accuracy on three viewpoints was also investigated. Results revealed that perceived English skills and vocabulary level were significantly improved, and learners, who perceived that the system recommended high-interest news, improved to understand English learning skills, after using the system.

In this paper, we describe that we have designed an object-oriented modeling course by blending CMS-based individual learning and face-to-face collaborative learning. Because it is a required course, we take into account the diversity of students’ attitude in learning and communications skills and achievements records of learning. Our course design consists of three learning activities namely, (1) individual learning for basic knowledge using a course management system, (2) modeling exercise with group discussion and (3) team modeling practice as collaborative learning. We conducted classes based on the course design and the results showed that the design was effective for students to improve their motivation and to enhance their experience of collaborative development. We also discussed how our design worked based on the analysis of the interview with students.

This paper discusses an educational practice conducted in “information and profession” course aiming to foster knowledge about the impact of information technology in the society and the importance of problem solving ability. The course was designed to provide learners with authentic situation and opportunity to be aware of other learners’ idea. Video program and questionnaire system were utilized to implement this design goal. Evaluation results indicate that the course objective was fairly achieved in terms of learners’ comprehension and motivation.

This paper is aimed at discussing a concept of reflection as an activity to facilitate human learning and how we can support learners to engage in appropriate reflection on their learning activities. First, the author argues that learners are required to be involved in scrutinizing their own learning practice to develop their adaptive expertise. Second, a theoretical framework for researchers to examine learning environments from the adaptive expertise perspective is introduced, i.e., knowledge building environments for knowledge creation. Finally, several studies that develop scaffolding supports for learners to engage in knowledge building practices are examined for articulating what guidelines are hidden behind the development.