Search results for author:"Jun Oshima"
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Annual Meeting of the American Educational Research Association 1995 (Jul 09, 1995)
The Computer-Supported Intentional Learning Environments (CSILE) database has been developed to support students' progressive discourse. Students can externalize their thoughts in the database in the form of texts or graphics, and then they can...
Differences in Knowledge-Building Between Two Types of Networked Learning Environments: An Information-Flow Analysis
Journal of Educational Computing Research Vol. 19, No. 3 (1998) pp. 329–51
Examines how elementary school students improved their scientific discourse on a computer-networked database environment called Computer-Supported Intentional Learning Environments (CSILE). Results showed that system affordance specially designed...
Collaboration Scenario-based Scale for Emotion Regulation: Measuring Learners’ Agency to Regulate Own, Others’ and Group Emotions
EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 796–801
We report our preliminary attempt to develop a new interview instrument for evaluating university students’ knowledge and skills in collaborative learning. By combining point-scale items in Adaptive Instrument for Regulation of Emotions (AIRE) with...
Instructional Science: An International Journal of the Learning Sciences Vol. 24, No. 2 (1996) pp. 125–55
Computer-Supported Intentional Learning Environments (CSILE) is a database system in which learners collaboratively construct the knowledge represented in the database. This study examines how students in a grade-five and -six classroom built their...
Annual Meeting of the American Educational Research Association 1999 (April 1999)
"Computer-Supported Intentional Learning Environments" (CSILE) is an educational philosophy developed by M. Scardamalia and C. Bereiter (1991) for the design of computer-supported learning environments. CSILE software is a communal database system...
Instructional Design for Facilitating University Students’ Metacognitive Organizational Knowledge of How a Productive Organization Functions
EdMedia: World Conference on Educational Media and Technology 2014 (Jun 23, 2014) pp. 1631–1635
We designed an instructional method based on the methodology of the Change Laboratory Approach in Activity Theory for the purpose of facilitating university students’ metacognitive organizational knowledge. In the designed course, students watched...
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2341–2348
For examining a possibility of communication robot as agent to improve student collaborative learning, we implemented agent robots in university students’ collaborative reading comprehension activity. In jigsaw group of the collaborative reading...
EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 729–733
This paper reports the development of Collaboration Scenario-Based Scale for Emotion Regulation by improving scenarios and establishing new rubrics from both socio-emotional and socio-cognitive perspective. We created four scenarios where students...
Computers & Education Vol. 125, No. 1 (October 2018) pp. 132–145
Many studies attempt to effectively support student regulation of collaboration using CSCL tools to enrich learning outcomes. However, few studies are aimed at facilitating development of students' internal scripts for regulation of collaboration....
Design Experiments in Japanese Elementary Science Education with Computer Support for Collaborative Learning: Hypothesis Testing and Collaborative Construction
Jun Oshima; Ritsuko Oshima; Isao Murayama; Shigenori Inagaki; Makiko Takenaka; Hayashi Nakayama; Etsuji Yamaguchi
International Journal of Science Education Vol. 26, No. 10 (Aug 20, 2004) pp. 1199–1221
This paper reports design experiments on two Japanese elementary science lesson units in a sixth-grade classroom supported by computer support for collaborative learning (CSCL) technology as a collaborative reflection tool. We took different...
Jun Oshima; Ritsuko Oshima; Isao Murayama; Shigenori Inagaki; Makiko Takenaka; Tomokazu Yamamoto; Etsuji Yamaguchi; Hayashi Nakayama
International Journal of Computer-Supported Collaborative Learning Vol. 1, No. 2 (June 2006) pp. 229–246
The purpose of this study is to refine Japanese elementary science activity structures by using a CSCL approach to transform the classroom into a knowledge-building community. We report design studies on two science lessons in two consecutive years...
Fostering Students' Ability in "Defining Problems" on Socioscientific Issues through a CSCL-based Science Curriculum
Miki Sakamoto; Etsuji Yamaguchi; Shigenori Inagaki; Jun Oshima; Ritsuko Oshima; Isao Murayama; Makiko Takenaka; Tomokazu Yamamoto; Masaji Fujimoto; Hayashi Nakayama
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 2710–2715
We developed a CSCL-based science curriculum for fostering students' ability in "defining problems". During the lesson, sixth-grade students tackled problems with nuclear power, a socioscientific issue. They were encouraged to repeat the problem...