Development of e-Learning Materials for Introductory Physics Education

通过电子邮件听证会的研究人员参加了积极开发的网络材料，调查了日本大学物理教育的电子学习的趋势。在大多数情况下，物理e-Learning正在构建的混合教育与面对面的指导在入门级。此外，许多研究人员表示，电子学习材料的共同所有权的必要性。在此调查的基础上，一种形式的学习内容适用于一般的学习管理系统创建使用Macromedia Flash作为开发平台。这种形式使通信通过网络，页面打印，把模拟或动画的网页，并显示弹出帮助文本的事件鼠标在电影剪辑对象。课程内容包括基础数学、经典动力学、振动与波、热与能量、电磁学导论等。此外，多项选择练习，数值计算练习，描述练习和其他类型的练习，为许多创建的内容。这些内容在http://nkiso.u-tokai.ac.jp/phys/matsuura/.To网站上公开供公众使用，为需要系统学习的学习者提供内容，在上述网站上创建了一个电子学习系统（在http：//nkiso.u-tokai.ac.jp/EPEL/PhysElearning.html上更新），并开放供免费使用。该系统引入了随时间变化的加权累积演练记录，并根据记录的分数提供充分重复学习的建议。实验中发现有相当数量的重复学习，而且随着练习学习的重复，正确答案的比率也随之增加。作者获得了日本大学计算机教育协会的晋升奖。

Trends of e-Learning on physics education in Japanese universities were surveyed through e-mail hearings to the researchers who take part in active development of web materials. In most cases, physics e-Learning is being constructed for the blended education with the face-to-face instruction at introductory levels. Also, many researchers stated necessity of joint ownership of e-Learning materials.On the basis of this survey, a form of learning content applicable to general learning management systems were created using Macromedia Flash as a development platform. This form enabled communication through the network, page printing, to put simulations or animations in the pages and to display popup help texts on the events of mouse-over on movie-clip objects. The fields of contents ranged from the basic mathematics, classical dynamics, oscillation and wave, heat and energy, to introductory electromagnetism. Also, multiple-choice drills, numerical calculation drills, description drills and other type of drills were made for many of the contents created. These contents were opened for public use at the internet site of http://nkiso.u-tokai.ac.jp/phys/matsuura/.To provide the contents for learners who needed systematic study, an e-Learning system was created at the above site (renewed at http://nkiso.u-tokai.ac.jp/EPEL/PhysElearning.html) and was opened for free use. In the system, a time-dependent weighted accumulated drill record was introduced, and advice of adequate repetitive study was provided on the basis of the recorded scores. A considerable amount of repetitive study was found. Further, the ratio of correct answers was found increased with repetition of drill study. The author received an award for promotion from Japan Universities Association for Computer Education.