Development, Introduction and Evaluation of E-Learning System for Medical English

为了利用电子学习系统提高学生的学习效率，我们开发了基于网络的培训材料，首先是医学术语，然后是医学英语阅读。关于医学术语课程，我们自2002年以来一直在课堂上使用，并逐年改进。收集学生的学习态度、日语医学术语阅读能力、计算机素养等数据，并与成绩测验结果进行对比分析。通过这些分析，我们得出以下结论：使用计算机的困难感影响学习动机；基础知识是提高英语医学术语学习成绩所必需的；高动机的学生在日语医学术语的成就测试、打字测试和阅读测试中的成绩好于动机低的学生。他们也倾向于在课程结束后评估电子学习系统，而不是预先评估旨在增强学习动机的电子学习系统。2005年，我们开始引入全面混合学习与大班电子学习系统，其中我们考虑了四点：师生互动；关注个体差异；有效的学习硬件；以及充分的成本评估。接下来，我们开发了一个医学英语阅读课程的电子学习系统，供学生自主学习。该系统投入使用两年，共有114名学生参加，其中大部分学生计划以转校生的身份参加入学考试。根据我们多年的网络学习经验，我们正在开发一个完全结构化的电子学习系统，使用三个学习管理系统(Internet Navigware、Moodle和CEAS)，旨在根据学生的水平和动机进行教学。

To enhance learning effectiveness for students by using an e-learning system, we have developed web-based training materials, first for medical terminology, and then for medical English reading.Regarding the medical terminology course, we have used it in classes and improved it year by year since 2002. We have collected data concerning students' learning attitude, reading ability of Japanese medical terms, and computer literacy, and analyzed them compared with achievement test results. From these analyses, we reached the following conclusions : a feeling of difficulty in dealing with computers affects the motivation for learning ; basic knowledge is necessary for better achievement in learning English medical terms', highly motivated students show better results in achievement tests, typing tests and reading tests of Japanese medical terms than those with lower motivation. They also have a tendency to evaluate an e-learning system after the course rather than pre-evaluating it Aiming at strengthening learning motivation, in 2005, we began introducing full-srale blended learning with the e-learning system for large classes, where we gave consideration to four points : interaction between teachers and students ; attention to individual differences ; effective hardware for learning ; and adequate cost evaluation. As a result, effectiveness of the blended e-learning in instruction for e-learning was shown.Next, we developed an e-learning system for a medical English reading course for students' self learning. The system was used for two years with a total of 114 students, most of whom planned to take the examinations for admission as transfer students.Through our experience with e-learning for years, we are now developing a totally structured e-learning system using three Learning Management Systems (Internet Navigware, Moodle, and CEAS), aiming at instruction according to the level and motivation of students.