We have a couple of courses,“Basic Course of Information Technologies A and B”for all the fresh students in Kumamoto University. In the courses, we, especially provide online assessment tests,“Confirmation Test”in which the students can take an online test repeatedly and check their scores quickly. We investigated the distribution of the number of taking an online test and the scores. Then, we observed the high score distribution when increasing the number of taking a test. This result can clearly give us a very important insight for a guarantee for educational quality and course improvement.

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At Kanazawa University, we have made efforts to improve the students’ learning environment with the help of ICT. In particular, we have built up a network environment, made a set of e−Learning materials, and made up a portal system utilizing the Learning Management System（LMS）. As a result, the number of students who use the portal system and LMS has been steadily increasing, and their learning activities have been more and more active on both these systems. In this paper, we shall report on how these improvements are at work at Kanazawa University.

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The purpose of this research is to prove the effect of e−Learning. The learning effect was verified for two years by the usual French lesson for third grade students of the girls’ high school in Kanagawa. In the first year, an e−learning exercise aiming at the preparation of a test was created and a comparison was made with the score from a previous test carried out without using e−learning. In the second year, the same experiment was done with the term−end exam. All the students using e−learning had higher scores. These two experiments demonstrated that the use of e−learning can lead to an improvement of the learning process.

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In education, it is important to give appropriate comment for their process of learning. However, under the present condition, a teacher tends to give comment to the assignments which learners have submitted or to explain a few of typical mistakes or answers. Therefore, it sometimes happens that some learners do not understand the cause of their mistakes from these explanations. In this study, the process of learning is focused. The system which shows the process of a learner's editing in the practice of programming is developed. Testing the system enables a teacher to understand the process of learners’ practice and mistakes. It also makes it possible for a teacher to give appropriate comments to learners. Moreover, the system which stores the process of learning makes it easy to show both model answers and mistakes to learners.

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We have been accustomed to the teacher−lead education for years in Japanese primary and secondary education. Actually I have been teaching mathematics in that way to junior high school and high school students for more than 10 years. However, the importance of“Active learning” instead of“Passive learning”is stressed these days. In view of the changing situation over the last decade, I adopted collaborative and autonomous learning methods（Institute for Learning Development）in 2008. In this article, I make some observations on the effectiveness of these methods.

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Distance educations require more considerations than traditional classroom education. In this study, we analyzed how to design distance education. How learners evaluate of distance education? And, what factors affect evaluations within various learners? To investigate these issues, we conducted distance education classes for elementary school students and high school students. The results of investigation were as follows： First, the host must provide reliable means to communicate instructor and learners. Second, instructor should emphasize on real-time interaction. We expect that these results are useful for designing distance Science-Communication.

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This study examined cognition of information technology education learning contents to clarify the level of undergraduate student comprehension. A survey of computer configuration and processing knowledge comprising one instructional item of scientific information comprehension was carried on 94 undergraduates. Results indicated that self−evaluation of knowledge of operating systems was low compared to hardware and software. It was considered that knowledge of operating systems is a perquisite for understanding computer configurations and processing. Thus, cognition of computer configurations and processing was classified based on relationships between the operating system and other components. Detailed cognition was considered as the analysis of descriptions of the relationships between computer components. Based on these results, it was considered that there were two issues in cognition of learning contents：inability to distinguish between operating systems and software and lack of knowledge of hardware and software configurations.

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The idea of promoting autonomous and collaborative learning in foreign language education and the meanings of enlarging learning opportunities for the learners, who have various backgrounds and motivations, by using ICT have been well recognized. On the other hand, limits brought about through using ICT have been pointed out as well. In this article, we have set up tasks with considering the learning processes of modeling, scaffolding and reflection prior to actual instructions in the blended-learning courses, and then we have observed the learners’ learning activities and the effects on face-to-face classroom education. As a result, in the process of coping with the tasks on Moodle, the formation of learning communities, many exchanges of comments and opinions and the collaborative atmosphere among the learners have been recognized. Thus, ICT serves as a tool which produces new type of learning environments working with face-to-face classroom education as well as compensates what is lacking in it.

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In this paper, we propose the system design about risk management education support system used by companies’ staffs. We sort the risks systematically, and analyze cause of it. Our system architectures are based on this analysis. We consider staff education is important of risk perception. However, risk perception processes are different from experts and amateurs. We must design the system for amateurs, since the companies’ staffs are amateurs. Therefore, we propose education method based on perception of amateurs. Also, we indicate the problem of traditional staff education, and describe the efficiency of an interactive education method.

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This research aims to develop the system that quantitatively evaluates the learning effect of the environmental study program by the aspect of transformation of the action. This evaluation system can identify quantity of reduction of the carbon dioxide by answering a question about the environmental consideration action. I performed environmental learning and evaluation for Kanamachi elementary school and Tomisatodaiichi elementary school with this evaluation system.

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