| Project/Area Number |
13610330
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educaion
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| Research Institution | Kansai University of International Studies |
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Principal Investigator |
KAMIO Tatsuo Kansai University of International Studies, Faculty of Humanities, Professor, 経営学部, 教授 (80330504)
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| Co-Investigator(Kenkyū-buntansha) |
YAMASHITA Yasuo Kansai University of International Studies, Faculty of Business Management, Professor, 経営学部, 教授 (80230431)
AMINO Toshitaka Kansai University of International Studies, Faculty of Business Management, Professor, 経営学部, 教授 (50321162)
HAMANA Yoko Kansai University of International Studies, Faculty of Humanities, Professor, 人間学部, 教授 (60164919)
FUJIKI Kiyoshi Kansai University of International Studies, Faculty of Business Management, Assistant Professor, 経営学部, 助教授 (60300365)
TAKEDA Shigeo Kansai University of International Studies, Faculty of Humanities, Assistant Professor, 人間学部, 助教授 (00341032)
川嶋 太津夫 神戸大学, 大学教育研究センター, 教授 (20177679)
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| Project Period (FY) |
2001 – 2002
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| Project Status |
Completed (Fiscal Year 2002)
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| Budget Amount *help |
¥3,500,000 (Direct Cost: ¥3,500,000)
Fiscal Year 2002: ¥1,200,000 (Direct Cost: ¥1,200,000)
Fiscal Year 2001: ¥2,300,000 (Direct Cost: ¥2,300,000)
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| Keywords | distance learning / higher education / information technology / The Internet / classroom lecture |
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| Research Abstract |
1. The experoment on the on-line test
Simultaneously, it tested the identical selection problem type by method using the network and method by the paper ever for the student of Kansai University of International Studies. It verified whether there was a difference in the test result, and it carried out questionnairing after the test end. It divided the problem of the test into the 2 sets of first half of 40 questions and latter half of 40 questions, and it respectively prepared the for on-line and paper. As the result, there was no significance at the average accuracy rate between groups by the difference between the testing method. The elongation percentage of reply and accuracy rate of the first half paper type-latter half online groupe was rising further than the oattern (the first half online-latter half paper type) of the contrariety. And, as a result of the questionnaire, the evaluation for online "easiness of the answer" is high, and it is considered that there may be the synergis
… More
tic effect with the learning effects by the continuous trial.
2. The best combination of classroom lecture and distance learning.
merits and demerits such as 1) whether there are constraint and declaration, 2) whether other learner is the one under way, 3) whether there are between approaches with the faculty, have during remoteness class and classroom lecture. However, whether merit and demer it are the inside and outside unification and whether it senses the what feeling with merit and demerit in respect of what is different by character and enviroment of the learner individual. Therefore, it is difficult that who decides the best combination is the learner individual and that is decides the model of the best combination. That is to say, it has required the diversification of learning form that learner can freely choose from a series of education and learning program. This orientation procedure will have to consider of the easy harvest how much for classroom lecture and distance learning. Less
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