Search results for author:"Terumi Miyazoe"
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International Christian University/Athabasca University
Learning styles and gender online: The Attitudes Towards Thinking and Learning Scale (ATTLS) and the Classroom Community Scale (CCS)
World Conference on Educational Media and Technology 2010 (Jun 29, 2010) pp. 3413–3422
This paper reports on research into the relationships among learning styles, gender, and sense of class community in an interactive online learning environment. Two psychological scales were selected for correlational examination. Attitudes Towards...
World Conference on Educational Media and Technology 2009 (Jun 22, 2009) pp. 67–72
This research reports an empirical study regarding the sense of class community and the relationship between face-to-face and online class spaces in a learning management system-based blended learning in Japan. The data were collected in 2007 and...
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 498–503
This paper presents a data-driven exploratory research on the state of night programs in higher education in Japan. Considering the gradual decrease in the number of newborns (NIPSSR, 2014), higher education in Japan is now faced with the serious...
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 638–643
This paper presents the latest information regarding the research on language massive open online courses (LMOOCs) Although research on MOOCs in general has been growing, studies that focus on LMOOCs remain limited Therefore, a comprehensive...
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1530–1535
This paper presents an on-going English Curriculum development of flexible learning for night programs at a science university in Tokyo. Due to its relative obscurity, the issues regarding night programs tend to have been rarely talked about in our...
European Journal of Open, Distance and E-Learning Vol. 1 (2011)
This paper reports on an empirical research on the Interaction Equivalency Theorem posited by Anderson (2003a), consisting of the three elements of teacher-student-content interaction. Using an author-developed survey, the paper reports the priority ...
Educational Technology & Society Vol. 14, No. 2 (2011) pp. 175–187
This paper examines the learning outcomes associated with implementing discussion forums and blog writings using pseudonyms in blended learning. Although anonymity or masking one's identity has been used as a teaching strategy designed to induce...
Learning Outcomes and Students' Perceptions of Online Writing: Simultaneous Implementation of a Forum, Blog, and Wiki in an EFL Blended Learning Setting
System: An International Journal of Educational Technology and Applied Linguistics Vol. 38, No. 2 (June 2010) pp. 185–199
This paper examines the effectiveness of three different online writing activities in formal university education: forums, blogs, and wikis. Constructivism--reflective and collaborative learning fostered by scaffolding--provides a main support for...
Journal of Interactive Online Learning Vol. 9, No. 2 (2010) pp. 94–104
This paper examines the key issues regarding The Interaction Equivalency Theorem posited by Anderson (2003a), which consists of the three interaction elements found in formal education courses among teacher, student, and content. It first examines...
Journal of Interactive Media in Education Vol. 2013, No. 1 (2013)
This theoretical paper attempts to clarify design issues that the field of education has encountered in the context of OER (Open Educational Resources), Massive Open Online Courses (MOOCs) and increased emphasis on informal learning, as examined...