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

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，而不是学校教育特别是低年级采用的同步个人学习(同步学习)时，我们指出了以下问题：(1)从继续学习的角度来看，对学习者的学习心理考虑不足。在学校教育中，有必要强化在学习时间内与其他学习者和班主任交流的功能，从而实现持续的助学功能。(2)从教师的指导作用来看，明确教师的角色对学习的助学作用不足。在学校教育中，教师细腻的个人指导是必要的。即使是非同步学习，也需要及时的引导功能。(3)从培养自主性的角度看，辅助自主学习的措施不足。为了继续保持儿童或小学生的个人学习，需要一些技巧来鼓励他们继续自我学习，例如通过让他们了解其他学习者的情况。要将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。这项研究的目的是发展学习环境，使其能够进行个人指导、提问和掌握情况。

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.