| Project/Area Number |
16K02895
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Foreign language education
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| Research Institution | Tokai University |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
関口 幸代 明治学院大学, 文学部, 准教授 (20524466)
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| Project Period (FY) |
2016-04-01 – 2020-03-31
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| Project Status |
Completed (Fiscal Year 2019)
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| Budget Amount *help |
¥4,420,000 (Direct Cost: ¥3,400,000、Indirect Cost: ¥1,020,000)
Fiscal Year 2018: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2017: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2016: ¥1,950,000 (Direct Cost: ¥1,500,000、Indirect Cost: ¥450,000)
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| Keywords | Ubiquitous Learning / CLIL / Leadership Skills / Blended Learning / Flipped Learning / E-Learning / CALL |
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| Outline of Final Research Achievements |
The purposes of the study were to: 1) capture a blended-, ubiquitous learning environment by identifying what human/nonhuman actors are involved in constructing the learning environment; 2) measure learners' learning outcomes in more detailed manners in order to make more accurate assessments of their learning outcomes; and 3) online teaching and learning tools are critically analysed for their suitability, efficiency, and effectiveness for achieving teaching and learning goals.
The results suggest that 1) tablet computers were the most influential nonhuman actor; however, the opsitions of classroom furniture played a big role in the interaction. 2) Through pre- and post-course interviews, the students who spent more time online achieved higher goals. English proficiency did not afftect their learning outcomes. 3) Learning materials or environment did not influence so much with their learning outcomes. The student autonomy played a bigger role in achieving the class objectives.
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| Academic Significance and Societal Importance of the Research Achievements |
ユビキタスラーニング環境で学習のサポートをしていても、CEFR B1以上の学生でなければ、内容を理解することは難しい事が分かったが、逆に一部の上級の学生は自分の流暢さに頼り過ぎて専門用語の使用や内容を学習した証拠が乏しかった。これは英語レベルよりモチベーションが高い学生の方が内容の理解度が高い事がクラス内でのプレゼンテーション等で確認できた。また、リーダーシップコースとされている本コースが学習者において、英語で授業が行われる為、授業開始当初、英語クラスという認識が強かったが、このマインドセットを「英語学習」からコース終了時には「リーダーシップ」に移行できた学生ほど習熟度が高いことがわかった。
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