The effect of the collaborative learning based on the social constructivism applying on the online drilling system
| Project/Area Number |
24520640
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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 | Hokkaido University of Science |
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Principal Investigator |
Kudo Masayuki 北海道科学大学, 高等教育支援センター, 准教授 (10321374)
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| Project Period (FY) |
2012-04-01 – 2016-03-31
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| Project Status |
Completed (Fiscal Year 2015)
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| Budget Amount *help |
¥4,940,000 (Direct Cost: ¥3,800,000、Indirect Cost: ¥1,140,000)
Fiscal Year 2014: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2013: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
Fiscal Year 2012: ¥1,950,000 (Direct Cost: ¥1,500,000、Indirect Cost: ¥450,000)
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| Keywords | 英語 / ドリル / e-learning / ストレス / ワークトエグザンプル / オンライン協働 / 英語教育 / 英語学習 / e-ラーニング / オンライン協働学習 / ストレス要因 / 第二言語学習 / 外国語 / 第二言語教育 |
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| Outline of Final Research Achievements |
The relation between stress, self-efficacy and individual differences as well as instructional design has been deeply studied. It has revealed that 1) stress would be a negative factor for the online collaboration, 2) there is a correlation between task self-efficacy and stress, 4) and worked examples would be an effective means for the task design. 5) Therefore, when using worked examples, prompts can be acting as hints to support higher cognitive information process and reduce cognitive load and stress. From findings above, the study recommends to add "reflective function" onto the drilling system that is working effectively in Gifu National College of Technology.
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Report
(5 results)
Research Products
(5 results)
