| Project/Area Number |
15500622
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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 |
Educational technology
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| Research Institution | Osaka University |
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Principal Investigator |
IWAI Hiroki Osaka University, Institute for Higher Education Research and Practice, Professor, 大学教育実践センター, 教授 (20213267)
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| Project Period (FY) |
2003 – 2005
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| Project Status |
Completed (Fiscal Year 2005)
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| Budget Amount *help |
¥3,500,000 (Direct Cost: ¥3,500,000)
Fiscal Year 2005: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 2004: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 2003: ¥2,300,000 (Direct Cost: ¥2,300,000)
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| Keywords | Language Leaning / e-learning / CSCL / Video / e-learning / データベース / 外国語教育教材 / 映像配信 |
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| Research Abstract |
About "the online oral communication dictionary with video" I picked up some expression of greetings and self-introduction, made them to streaming videos and was going to try to use them in some classes for german language, but it became clear that it was difficult to build the conversation exercise with this video series because the videos with one phrase (without any other contextual information) did not function well as a model that students imitate.
On the basis of this failure, I made some story into streaming video and tested them in my classes. I utilized Learning Management System "moodle" for this exercise.
The lesson includes :
1. the students check the video clips and then write their original short story with expressions they want to practice in the videos.
2. they play the short story and let someone take it with video camera.
3. they look at the videos, check their performance, criticize themselves and get comments from classmates.
I have qualitatively examined how students collaborate in the process of learning and found that the CSCL design afforded the positive effects and motivation on the first year students who rarely experienced the collaborative study due to the strict entrance-examination system at high school. It became also clear that the substance and the quality in the learning process for the respective students differ considerably depending on the group member of the collaborative study.
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