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

为了通过使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。医学术语课从2002年开始在课堂上使用，并逐年完善。我们收集了学生的学习态度、日语医学术语的阅读能力和计算机素养的数据，并与成绩测试结果进行了对比分析。从这些分析中，我们得出以下结论：使用计算机的困难感会影响学习动机；基础知识是学习英语医学术语的必要条件”，高动机学生在日语医学术语的成就测试、打字测试和阅读测试中表现出比低动机学生更好的成绩。他们也倾向于在课程结束后对电子学习系统进行评估，而不是预先评估。为了加强学习动机，2005年，我们开始为大班的电子学习系统引入全面的混合学习，我们考虑了四个方面：教师和学生之间的互动；注意个体差异；有效的学习硬件；以及充分的成本评估。结果表明，混合网络学习在网络学习教学中的有效性。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。该制度使用了两年，共有114名学生，其中大部分人计划以转校生的身份参加入学考试。通过我们多年的在线学习经验，我们现在正在开发一个完全结构化的在线学习系统，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.