Consciousness of students in the distance learning for Information science

学生信息科学远程学习意识

• 批准号: 11610151
• 负责人: NAKATA Mikiko
• 金额: $ 1.41万
• 依托单位: HIROSIMA KOKUSAI GAKUIN UNIVERSITY
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 1999
• 资助国家: 日本
• 起止时间: 1999 至 2000
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-11610151/
• 关键词: Distance Learning; Information science; Education; インターネット; 一般情報教育

Various educational uses of the Internet are currently being sought and explored in Japan with projects such as the 100-Schools Project and Media Kids. Collaborative learning that involves information retrieval, information sending, as well as joint projects on inter-school and international issues have been reported (Nagano, 1998 ; Nakata, Santiago, ＆ Shimada, 1997 ; Takahashi, 1998 ; Watanabe, 1997). The collaboration between US businesses and educational institutions to advance distance learning is also reported by the Japanese Ministry of Education (Kurota, et.al., 1998). Developments are also taking place in extending the use of the Internet for adult education and lifelong learning, as well. The use of the Internet for educational purposes is not without challenges. For one, large capital investment is necessary for distance learning, particularly when using advanced satellite technology. Consequently, the technology used for distance learning often becomes important part of rese … More arch efforts, addressing issues related to connectivity and equipment. There is also a need to address the impact of distance learning on students. This study was conducted in response to these needs.The study was carried out in the engineering departments of two separate universities. These departments will be referred to as Campus A and Campus B in this report. First year engineering students who were enrolled in lecture classes participated in the study. After distance lecture, students were asked to complete a questionnaire on their impressions and evaluation of their distance learning experience. The students evaluated audio an d video quality, and, student interest and likelihood of participating in a similar distance learning experience.The following summarizes the partial results of the survey :(1) Use of distance learning for lectures : Japanese freshmen students found the use of distance lectures favorable. 79% disagreed when asked if they found the use of distance technology for lectures unfavorable. The students also gave favorable ratings to distance learning delivered through video technology (62%). The students were also in favor of the use distance learning technologies to access the lecture of a famous professor (60%)(2) Frequency of use : When asked if students prefer the use of distance learning technologies throughout the semester or for only several times during the semester, 76% agreed to several times of distance learning versus only 26% who agreed to distance learning throughout the semester.(3) Audio and image quality : When asked if students were satisfied with the quality of audio and video that they got for distance learning, 57% were satisfied with the visual quality but only 41% were happy with the audio quality. The comparison of the audio quality when used for telephone communications compared to delivery of lectures in the classrooms had the students almost neutral in their responses. 53% disagreed that the audio quality that they experienced will work for telephone communications but not lectures, while 48% did not express that preference.(4) Overall evaluation : 61% of the students expressed interest it distance learning is used in the classroom and 62% said they do not dislike it, but 90% still prefer to have a live teacher to do the instruction. Less

目前，日本正在通过“100所学校项目”和“媒体儿童”等项目，寻求和探索互联网的各种教育用途。据报道，合作学习涉及信息检索、信息发送以及关于校际和国际问题的联合项目（Nagano，1998年; Nakata，圣地亚哥，和Shimada，1997年; Takahashi，1998年; Watanabe，1997年）。日本教育部也报告了美国企业和教育机构之间的合作，以促进远程学习（Kurota等人，1998年）。在将因特网用于成人教育和终身学习方面也取得了进展。将互联网用于教育目的并非没有挑战。首先，远程教育需要大量的资本投资，特别是在使用先进卫星技术的情况下。因此，用于远程学习的技术往往成为研究的重要组成部分。 ...更多信息 arch努力，解决与连接和设备有关的问题。还需要解决远程学习对学生的影响问题。本研究就是针对这些需要而进行的，研究在两所不同的大学的工程系进行。在本报告中，这些部门将被称为A区和B区。参加讲座班的一年级工程专业学生参加了这项研究。远程授课后，学生被要求完成一份问卷调查，他们的印象和评价他们的远程学习经验。学生评估了音频和视频质量，以及学生参与类似远程学习体验的兴趣和可能性。以下总结了调查的部分结果：（1）远程学习的使用讲座：日本大一学生认为使用远程讲座是有利的。79%的人不同意当被问及他们是否发现使用远程技术的讲座不利。学生们还对通过视频技术提供的远程学习给予了好评（62%）。（2）用途：使用频率：当被问及学生是否更喜欢在整个学期使用远程学习技术或在学期中只使用几次时，76%的学生同意使用几次远程学习，而只有26%的学生同意整个学期使用远程学习。(3)音频和图像质量：当被问及学生是否对远程学习的音频和视频质量感到满意时，57%的学生对视觉质量感到满意，但只有41%的学生对音频质量感到满意。当用于电话通信的音频质量的比较相比，在教室里讲课的学生几乎在他们的反应中立。53%的人不同意他们体验到的音频质量适用于电话通信，而不是讲座，而48%的人没有表达这种偏好。(4)总体评价：61%的学生表示有兴趣在课堂上使用远程学习，62%的学生表示他们不讨厌它，但90%的学生仍然喜欢有一个现场老师来指导。少