| Project/Area Number |
15K12922
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| Research Category |
Grant-in-Aid for Challenging Exploratory Research
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| Allocation Type | Multi-year Fund |
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| Research Field |
Foreign language education
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| Research Institution | Nanzan University |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
O・Connell Sean 南山大学, 総合政策学部, 准教授 (40580824)
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| Project Period (FY) |
2015-04-01 – 2017-03-31
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| Project Status |
Completed (Fiscal Year 2016)
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| Budget Amount *help |
¥3,380,000 (Direct Cost: ¥2,600,000、Indirect Cost: ¥780,000)
Fiscal Year 2016: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
Fiscal Year 2015: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
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| Keywords | MOOCs / e-ラーニング / コンピュータ支援学習(CALL) / Online / E-learning / Distance learning / Innovation / Online Learning / Distance Learning / Students' Views / Material Development |
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| Outline of Final Research Achievements |
Data analysis showed that students who used them raised many beneficial aspects of MOOCs. Seven sub-categories emerged from the data on the merits of MOOCs: 1.Flexibility and efficiency; 2. Useful; 3. Easy to use; 4. Narrowing the digital divide; 5. Cheap; 6. Interesting; 7. Job hunting. Although the students generally enthused over the potential of MOOCs, their enthusiasm was tempered by the reality that MOOCs and their platforms are not perfect. Five subcategories of demerits arose from the data: 1. Motivation; 2. Time; 3. Difficult to use; 4. Cost; 5. Class breakdown. Following the analysis of the data the researchers devised some key guidelines for educators who wish to carry out similar MOOC research projects. The research team is also currently creating a model for educators who wish to design and build their own MOOCs (see Cripps & O'Connell, 2016).
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