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Development of Learning Assistance and Evaluation System Dealing with Asynchronous Learning by e-Learning

电子学习异步学习的学习辅助和评价系统的开发

基本信息

批准号：
15500649
负责人：
MURAMOTO Hiroshi
金额：
$ 1.98万
依托单位：
Kanazawa Technical College
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2003
资助国家：
日本
起止时间：
2003 至 2004
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-15500649/
关键词：
e-Learning Asynchronous study Web study Visual Display Study support Individual study Web学習

项目摘要

Although e-learning has already proceeded into several practical cases, the following problems are pointed out, when it is used as asynchronous learning, not as simultaneous personal learning (synchronous learning) that is adopted in school education especially in the lower classes.(1) From the aspect of continuing learningConsideration for learning psychology of learners is insufficient. Necessity exists for continuing assistance for learning by intensifying the function of communicating with other learners and a teacher in charge during learning time in school education.(2) From the aspect of guidance by teachersAssisting function for learning by clarifying the role of a teacher is insufficient. In school education, delicate personal guidance by a teacher is necessary. Even for asynchronous learning, prompt guidance function is necessary.(3) From the aspect of fostering independencyMeasures for assisting self-learning is insufficient. For continuously maintaining the personal learning of children or pupils, techniques are necessary to encourage them to continue self-learning, for instance, by letting them know the situations of other learners.In order to utilize e-learning as asynchronous learning, the largest stress must be placed on assisting functions from the above three viewpoints. This research aims at the development of learning environment that enables personal guidance, questioning, and grasping the situation.

虽然电子学习已经进入了几个实际案例，但当它被用作异步学习时，而不是在学校教育中特别是在低年级采用的同时个人学习（同步学习）时，指出了以下问题。(1)在继续学习方面，对学习者的学习心理考虑不够.有必要通过加强在学校教育学习期间与其他学习者和负责教师交流的职能，继续提供学习援助。(2)从教师的指导作用来看，通过明确教师的角色对学习的辅助作用不足。在学校教育中，教师细致的个人指导是必要的。即使是异步学习，也需要即时指导功能。(3)从培养独立性方面来看，辅助自学的措施不足。为了持续地保持儿童或学生的个人学习，有必要采取技术手段，鼓励他们继续自学，例如，让他们了解其他学习者的情况。为了利用电子学习作为异步学习，必须从上述三个角度最大限度地强调辅助功能。本研究的目的是发展学习环境，使个人指导，提问，掌握情况。