Comparison between Effects in Two Blended Classes Which E-Learning Is Used inside and outside Classroom
Optimizing Learning with Digital Readers Volume 8, Number 4, ISSN 1548-6613
In cases where e-learning is used mainly outside the class, a lecture is given by lecture slide and a small test is given at the end of the class. Students fill out a problem in a structured notebook by viewing lecture slide materials in the e-learning after a lecture. In cases where e-learning is used during school hours, the outline of class on each day is explained for about 20 minutes using slides. Students then fill out a problem in a structured notebook for about 60 minutes while viewing lecture slide materials in the e-learning. Students are required to learn at their own pace with the aim of improving their understanding of lecture contents. In the two kinds of blended classes, students plan study support systems at the end of the course. Students submit reports and evaluate them mutually. The effects of the two blended classes are compared by significant difference tests. The blended classes by the two methods improve significantly the knowledge degree of technical terms and the students' attitude. No significant differences between the two methods are observed for the knowledge degree of technical terms and the students' attitude as a whole. It is found that activities useful to improve attitude are almost similar to the two blended classes. (Contains 8 tables and 3 figures.) [This research was supported by a grant awarded by the Ministry of Education, Culture, Sports, Science and Technology of Japan.]
Miyaji, I. (2011). Comparison between Effects in Two Blended Classes Which E-Learning Is Used inside and outside Classroom. Optimizing Learning with Digital Readers, 8(4), 468-481.
Cited ByView References & Citations Map
Isao Miyaji, Okayama University of Science, Japan
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 727–732
Yoshinori Naruse, Toyama National College of Technology, Japan; Isao Miyaji, Okayama University of Science, Japan; Shinji Toga, Yoshikazu Hayase & Yukihiro Hayakawa, Toyama National College of Technology, Japan
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 3996–4000
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