| Project/Area Number |
19300274
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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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 | Tokyo Institute of Technology |
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Principal Investigator |
NAKAYAMA Minoru Tokyo Institute of Technology, 教育工学開発センター, 准教授 (40221460)
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| Co-Investigator(Kenkyū-buntansha) |
山本 洋雄 信州大学, 全学教育機構, 教授 (70345768)
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| Co-Investigator(Renkei-kenkyūsha) |
YAMAMOTO Hiroh 東京工業大学, 教育工学開発センター, 特別研究員 (70345768)
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| Research Collaborator |
SANTIAGO Rowena California State University, Professor
NEWBERRY Brian California State University, Assistant Professor
BAYLEN Danilo Univesity West Georgia, Assistant Professor
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| Project Period (FY) |
2007 – 2009
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| Project Status |
Completed (Fiscal Year 2009)
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| Budget Amount *help |
¥8,710,000 (Direct Cost: ¥6,700,000、Indirect Cost: ¥2,010,000)
Fiscal Year 2009: ¥2,470,000 (Direct Cost: ¥1,900,000、Indirect Cost: ¥570,000)
Fiscal Year 2008: ¥2,990,000 (Direct Cost: ¥2,300,000、Indirect Cost: ¥690,000)
Fiscal Year 2007: ¥3,250,000 (Direct Cost: ¥2,500,000、Indirect Cost: ¥750,000)
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| Keywords | eラーニング / 教授法改善 / 教授設計 / 学習者特性 / 教材開発 / 授業法改善 / e-ラーニング / 授業設計 / 日米比較 / 因果分析 / 教材評価 |
|---|
| Research Abstract |
Bachelors and masters students who were enrolled in blended courses at a Japanese university were surveyed for three consecutive years in order to observe learners' behavior. In this study, the quantitative differences in the causal relationship between learner characteristics and learning behavior across student levels (bachelor vs. masters) and the survey years were determined. Additionally, to determine the students' learning performance in online learning activities, essay-testing were introduced and examined as assessment tools for blended and fully online courses in the bachelor level and for blended courses in the master's level. Also, to study the results of using an automated assessment system for essay-tests, a proto type system was introduced and results were discussed. According to these results, possible improvement for the blended learning were discussed.
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