In this study, LCM (Learner’s Controlling Map) Editor on Moodle was developed as a teachers’ tool for creating a Learning-Task Analysis Diagram. A Learning-Task Analysis Diagram that clarifies the section structure of a course on Moodle can be created with this tool. As the result of one-to-one formative evaluation with teachers and subject matter experts, LCM Editor has been proved usable without problems, and an existing e-learning course has been improved by discussion with them on a Learning-Task Analysis Diagram.

We tested and evaluated the effectiveness of a blended distant-learning course intended for third-year junior high school students under the trade name EVERES. In this study, we compared the difference in scores of written pre- and post-tests between two student groups: students who took the EVERES course and students who did not. In addition, we investigated which elements of EVERES accounted for the difference. The results of the comparison between the two groups showed that the difference in the scores of the students taking EVERES was larger positively with statistical significance than those who did not. It is suggested that taking preliminary preparatory video lessons and placement tests encourage enthusiastic and active participation in following synchronous interactive lectures, thus improving test performance.

The purpose of this study is to validate course-oriented evaluation for PDCA (Plan-Do-Check-Act) cycle empirically; especially focusing on feedback methods for online-course improvements. The 2006 cycle (spring to fall semesters) and the 2007 cycle were compared. The 2006 evaluation activities had the following problems: (1) differences of evaluation focus between a course-implementation team and evaluators, (2) ignorance of course characteristics, and (3) ambiguity of suggestions for course improvements. The 2007 evaluation activities had been reconstructed considering these problems: inclusion of (1) evaluators’ actual experience of the online-course before evaluating the targeted course and (2) practitioners’ reflection on their course implementation. Results showed the increase of concrete suggestions and actual course-improvements for the revised 2007 evaluation activity.

This paper describes actual development of an ICT education system, which is using the knowledge management database of the curriculum at Chitose Institute of Science and Technology. First, we propose a method for development of knowledge management database based on knowledge keywords of course in the institute. This method links knowledge keywords, syllabuses and e-learning materials. Second, we propose undergraduate learning support functions, which are connecting the knowledge management database, and course and e-learning records. Case studies obtained positive response from the students and have revealed sustainability of the knowledge management database and effectiveness of the functions.

Regarding Chinese as a second foreign language, self-learning after lessons is essential for learners. However, it has been reported that there are problems of a decline in academic standards and motivation for learning, as well as a lack of hours spent in self-learning after classes by university students. To overcome these problems, a blended learning approach draws some attention, but a method of designing the learning process is not always theoretically-clarified. This study therefore proposes a blended learning approach involving a face-to-face lecture followed by e-learning after-class practice. Taking advantage of Gagne’s Nine Events of Learning as instructional design theory, we propose a three-phase blended learning process for effective teaching and learning. The developed learner-specific e-learning materials for a language-specific environment were experimentally evaluated. In brief, the results of the pilot study suggest that participants improved statistically with regards to hours spent in self-learning, learning motivation, and academic results.