Development of e-Learning Materials for Introductory Physics Education

通过电子邮件听证会对积极参与网络材料开发的研究人员进行调查，了解日本大学物理教育电子学习的发展趋势。在大多数情况下，物理电子学习是为入门级面对面教学的混合教育而构建的。此外，许多研究人员提出了共同拥有电子学习资料的必要性。在此调查的基础上，以Macromedia Flash为开发平台，创建了一种适用于一般学习管理系统的学习内容形式。该表单支持通过网络通信、页面打印、在页面中放置模拟或动画以及在鼠标悬停在影片剪辑对象上的事件上显示弹出式帮助文本。内容范围从基础数学、经典动力学、振荡与波动、热能到电磁学入门。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是为许多内容创建的。这些内容在互联网网站http://nkiso.u-tokai.ac.jp/phys/matsuura/.To上公开使用，为需要系统学习的学习者提供内容，在上述网站上创建了电子学习系统（更新为http://nkiso.u-tokai.ac.jp/EPEL/PhysElearning.html），并免费开放使用。在该系统中，引入了一个随时间变化的加权累计钻井记录，并根据记录的分数提供适当的重复学习建议。大量的重复研究被发现。此外，正确答案的比例被发现增加了演练学习的重复。作者曾获得日本大学计算机教育协会颁发的推广奖。

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.