NOBUYO Tanaka Kawasaki University of Medical Welfare, Dept. of Medical Secretarial Arts, Associate Professor (50202841)
ITAYA Michinobu Kawasaki College of Allied Health Professions, Dept. of Radiological Technology, Associate Professor (10123704)
KOBAYASHI Nobuyuki Sanyo Gakuen University, Dept. of Communication, Senior Assistant Professor (90412270)
DAVID H. Waterbury Kawasaki Medical School, Dept. of Foreign Languages, Professor (70180099)
小林 香苗 広島女学院大学, 生活科学部, 助教授 (90269994)
|Budget Amount *help
¥3,390,000 (Direct Cost: ¥3,300,000、Indirect Cost: ¥90,000)
Fiscal Year 2007: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
Fiscal Year 2006: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 2005: ¥2,500,000 (Direct Cost: ¥2,500,000)
To enhance learning effectiveness for students by using an e-learning system, we have developed web-based training materials, first for medical terminology, and then for medical English reading.
Regarding the medical terminology course, we have used it in classes and improved it year by year since 2002. We have collected data concerning students' learning attitude, reading ability of Japanese medical terms, and computer literacy, and analyzed them compared with achievement test results. From these analyses, we reached the following conclusions : a feeling of difficulty in dealing with computers affects the motivation for learning ; basic knowledge is necessary for better achievement in learning English medical terms', highly motivated students show better results in achievement tests, typing tests and reading tests of Japanese medical terms than those with lower motivation. They also have a tendency to evaluate an e-learning system after the course rather than pre-evaluating it Aiming at strengthening learning motivation, in 2005, we began introducing full-srale blended learning with the e-learning system for large classes, where we gave consideration to four points : interaction between teachers and students ; attention to individual differences ; effective hardware for learning ; and adequate cost evaluation. As a result, effectiveness of the blended e-learning in instruction for e-learning was shown.
Next, we developed an e-learning system for a medical English reading course for students' self learning. The system was used for two years with a total of 114 students, most of whom planned to take the examinations for admission as transfer students.
Through our experience with e-learning for years, we are now developing a totally structured e-learning system using three Learning Management Systems (Internet Navigware, Moodle, and CEAS), aiming at instruction according to the level and motivation of students.