The effect of the collaborative learning based on the social constructivism applying on the online drilling system

2015 Fiscal Year Final Research Report

• Project/Area Number: 24520640
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Foreign language education
• Research Institution: Hokkaido University of Science
• 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)
• Project Period (FY): 2012-04-01 – 2016-03-31
• Keywords: 英語 / ドリル / e-learning / ストレス / ワークトエグザンプル

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.

Free Research Field

英語教育、教育工学、e-learning