This paper describes three cognitive experiments to investigate qualitative analysis of dynamic presentation with writing process like chalkboard. Characteristics, differences and impact of presented information perception in presentation with the writing process and static image are investigated. Our experiments results show that presentation with writing process can be useful presentation for difficult questions because it encourages to gaze process carefully, and that presentation with static image can be useful for easy questions because it advocates individual interpretation. We also supported the possibility that presentation speed is one of crucial factors for understanding and optimal presentation speed exists.

The medical team system in emergency medicine was needed to make up for labor shortage. Therefore we developed a system for promoting standardization of the medical practice (making medical protocols) to maintain the quality in medical practice for team and sharing information by using a groupware. The purpose of this research was to clarify the usefulness of this system in actual practice and whether it would lead to an improvement of learning environment and learning. Fourteen medical protocols of 66 themes in emergency medicine were created in half a year. We reviewed two case studies and took two questionnaire surveys to our all 6 physicians. It was suggested that this system could promote standardization of the medical practice in a view point of behavior change and learning environment, and made a chance of learning about updates of emergency medicine for all physicians (including young physician) in our workplace.

This paper reports a case study of an asynchronous e-learning course for undergraduate career education based on questionnaire survey of career decision making self-efficacy. Career development tasks for undergraduate students include self-understanding, school-to-work transition, and independent career design. These problems are closely related to “Career Decision-Making Self-Efficacy: CDMSE”. The authors set up an asynchronous e-learning course using Moodle. The course was on credits transfer system and 87 students from 27 colleges of 9 universities took it. Each lesson consisted of video-on-demand contents, resources, and forum modules. Students must post a message and reply to other messages on forum each time, and peer review for career planning assignment was used at the 14th lesson. Initially the average CDMSE score of the course students was higher than that of other nationwide survey, but the CDMSE showed a statistically significant increase after the course learning. In particular, it was found that the group with low CDMSE improves CDMSE score after e-learning course attendance. In addition, students showed favorable feedback on interaction with other students. To enhance self-efficacy, further improvements are needed in specific learning design and peer review system for asynchronous e-learning.

In academic fields requiring a high level of expertise, such as mathematics, information science, and nursing, effectively acquiring and applying knowledge is critical. Thus, in such academic fields, learning with awareness of body of knowledge—representing interrelationships between pieces of knowledge—is considered essential. The aim of this study is a development of a learning support system that can produce knowledge acquisition and knowledge utilization in an integrated manner using body of knowledge implemented in an information system (hereafter, a knowledge map). For knowledge acquisition, learning materials are associated with corresponding pieces of knowledge in a knowledge map, thereby learners can use the knowledge map in their learning. For knowledge application, we have adopted learning via question making. By asking learners to make questions with reference to the knowledge map, they become aware of the body of knowledge more systematically. The system was applied to the nursing process class, a core part of nursing education. We examined the effects of the system and found the use of system increased the ratio of learners’ understanding for the body of knowledge.

This research developed and evaluated a bibliography managerial system. We encourage that this system be used for information gathering based on the characteristics of a student’s media usage. First, we clarified the point of the problem from the classroom instructions for the recording and managing of a bibliography of each type of media over seven years, and examined the functional requirements. Second, we designed and developed a bibliography managerial system based on the examined functional requirements. As a result of employing the developed bibliography managerial system for about two months, it became clear that the number of times the bibliography was used by students increased. For the teacher, it became clear that the time allocated for instruction was shortened.