scholarly journals Collaborative Learning through Japanese-Spanish Teletandem 日本語スペイン語テレタンデムによる協働学習

2018 ◽  
pp. 196-216
Author(s):  
Silvia González ◽  
Kazuko Nagao
Keyword(s):  
Collaborative Learning ◽  
Learning Experience ◽  
Basic Knowledge ◽  
International Studies ◽  
Japanese Students ◽  
Self Evaluation ◽  
Mexican Students ◽  
Special Studies ◽  
Learning Logs ◽  
First Time

In 2017, for the first time, we organized 16 sessions of teletandem for learners of Spanish and Japanese. The participants were students of Spanish language at KUIS (Kanda University of International Studies) and students of Japanese in UNAM (National Autonomous University of Mexico). For KUIS, it was part of the course titled Special Studies on Mexico I and II. As for the Mexican side, this was one of the regular activities organized by the Mediateca in the ENALLT (National School of Languages, Linguistics and Translation). The main objective of this collaboration was to explore the potential of both institutions in different countries to make a direct and more vivid experience of communication between language students. It was also an opportunity to consider social problems in each country, practicing the language of study through conversation sessions between Japanese and Mexican students. We also expected that in this interaction students would be able to synthesize basic knowledge of their own country by responding to the expectations of communication with their partners. This paper aims to share the results noted from this collaborative learning experience based specially on self-evaluation of Mexican students, Japanese students’ learning logs and their final presentations. 2017年に初めて神田外国語大学（KUIS）のスペイン語科の日本人学生とメキシコ国立自治大学（UNAM）の日本語学習者とのテレタンデムが16回行われた。この活動は、KUISでは「メキシコ特殊研究Iと II」という科目の一環として、国立言語言語学翻訳学校（ENALLT）では、自律学習リソースセンター（Mediateca）での通常の活動の一部として行われた。 この協働学習の主な目的は、違う国の両機関で互いの言語を学ぶ者同士が協力し、より直接的なコミュニーションの体験をする可能性を探る事にあった。それはまた、会話セッションを通じ、それぞれの国の社会問題を扱う機会でもあった。更に、我々は、このインターアクションで、学生たちが相手の期待に応えて自国に関する基礎知識をまとめられることも望んでいた。 本稿は、この協働学習体験の結果を、メキシコ人学習者に対する質問票による自己評価と日本人学習者による各セッション後の進捗ノートと最終発表を中心に報告することを目的とした。

scholarly journals Japanese Students’ English Language Learning Experience through Computer Game-Based Student Response Systems

2021 ◽  
Vol 12 (3) ◽  
pp. 1993-1998
Author(s):  
Kew, S. N. Et.al
Keyword(s):  
Collaborative Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Experience ◽  
Computer Game ◽  
Student Response ◽  
Student Response Systems ◽  
Japanese Students ◽  
Language Classroom ◽  
Response Systems

Technology has been vastly used in learning context for the purpose of enhancing students’ learning performance. The integration of computer in language teaching and learning is growing. In particular, the computer game-based student response systems such as Kahoot! application is implemented by some educators in their teaching classesto improve students’ learning experience. Meanwhile, collaborative learning plays an important role in teaching and learning practice. Thus, this paper aims to examine the use of Kahoot! application integrated with collaborative learning approach influences the learning experiences of Japanese students in English language classroom. An experimental research approach was conducted to study how Kahoot! application is affecting the learning experiences of Japenese students. Student engegement observation checklist and feedback form were used as the research instruments in this study. The population comprised 20 Japanese students who enrolled in English language classroom participated in this experiment. The findings show that Kahoot! integrated with collaborative learning approach made positive impact on students by contributing to better engagement and enhanced learning experience of students. This study can be a reference for instructors who plan to implement game-based student response systems and collaborative learning in English language classroom.

Improving the Strength of Abrasive Wheels and Optimizing the Control over the Strength of Composite Abrasive Materials

2019 ◽  
Vol 946 ◽  
pp. 380-385
Author(s):  
Boris A. Chaplygin ◽  
Viacheslav V. Shirokov ◽  
Tat'yana A. Lisovskaya ◽  
Roman A. Lisovskiy
Keyword(s):  
Mechanical Properties ◽  
Test Results ◽  
Key Factors ◽  
Special Equipment ◽  
Material Density ◽  
Factors Affecting ◽  
Control Factors ◽  
Reinforcing Material ◽  
Special Studies ◽  
First Time

The strength of abrasive wheels is one of the key factors affecting the performance of abrasive machining. The paper discusses ways to improve the strength of abrasive wheels. The stress-state mathematical model presented herein is a generalization of the existing models. It is used herein to find for the first time that there are numerous optimal combinations of the elastic modulus and reinforcing material density, which result in the same minimum value of the objective function. It is found out that increasing the radius of the reinforcing component while also optimizing the mechanical properties of its material may increase the permissible breaking speed of the wheel several times. We herein present a regression equation and a nomogram for finding the optimal combination of control factors. Conventional methods for testing the mechanical properties of materials, which have been proven reliable for testing metals and alloys, are not as reliable for testing abrasive materials, as the test results they generate are not sufficiently stable or accurate. We therefore propose an alternative method that does not require any special equipment or special studies.

scholarly journals Understanding immersion in 2D platform-based online collaborative learning environments

2020 ◽  
pp. 57-67
Author(s):  
Gibran Garcia ◽  
Insung Jung
Keyword(s):  
Video Games ◽  
Collaborative Learning ◽  
Virtual Worlds ◽  
Learning Experience ◽  
Three Dimensional ◽  
Physical World ◽  
Emotional Engagement ◽  
Sensory Stimuli ◽  
Online Collaborative Learning ◽  
Video Gamers

Previous studies have revealed that when video gamers, or users of three-dimensional (3D) virtual worlds, display intense concentration coupled with an emotional engagement in their undertaking, they are affected by multisensory stimuli. This can lead to developing a feeling of detachment from the physical world, which, in turn, can lead to high levels of participation and engagement. Notwithstanding these results, it remains unclear as to whether students can experience the same kind of immersion in two-dimensional (2D) platform-based online collaborative learning spaces as has been achieved in video games and 3D worlds and, if they actually can, which features would lead to similar levels of increased engagement. This study is one of the first attempts to investigate the immersion experiences of students engaged in two 2D online collaborative learning platforms, one text-based and the other video-based. Data from eight students revealed that key features of immersion observed in video games and 3D worlds also appeared during the online collaborative activities but that the way such immersion was perceived by the students was greatly affected by the characteristics of the individual platform. When emotional engagement was considered, empathy was found to play an important role in the participants’ immersion experiences. Implications for practice or policy: Text-based platforms could be effective in motivating students to focus more on the postings, while video-based platforms may be more effective in generating empathy with others through observation of body language. When selecting a communication platform for online collaboration, sensory stimuli of the platform should be carefully examined. Empathy could be developed prior to an online collaborative activity so that students reflect on their thoughts and consider others’ feelings for a more immersive learning experience.

scholarly journals Analysis of AI Precision Education Strategy for Small Private Online Courses

2021 ◽  
Vol 12 ◽  
Author(s):  
Yu-Shan Lin ◽  
Ying-Hsun Lai
Keyword(s):  
Teaching Methods ◽  
Curriculum Design ◽  
System Development ◽  
Learning Experience ◽  
Practical Experience ◽  
Teaching Experiment ◽  
Basic Knowledge ◽  
Education Strategy ◽  
Education Model ◽  
The Impact

In recent years, the learning efficacy of online to offline (O2O) teaching methods seems to outperform traditional teaching methods in the field of education. Students can use a small private online course (SPOC) teaching platform to preview class-related materials, learn basic knowledge, and enhance the practical experience of system development in offline courses. The research team applied an artificial intelligence (AI) precision education strategy to design a teaching experiment that evaluated whether this approach may lead to better learning outcomes. In addition to questionnaire surveys to ascertain students' attitudes toward and their satisfaction with learning, this study employed in-depth interviews to understand a potential influence on changes in teachers' curriculum design and teaching approaches when SPOCs was integrated into the traditional university classroom, as well as the impact of the AI precision education model. The results showed that the AI precision education model may facilitate students' learning experience and enhance student achievement.

Avatars in E- and U-Learning

2016 ◽  
pp. 792-815
Author(s):  
Raymond Szmigiel ◽  
Doris Lee
Keyword(s):  
Collaborative Learning ◽  
Virtual Environments ◽  
Learning Environments ◽  
Learning Experience ◽  
Three Dimensional ◽  
Virtual Learning Environments ◽  
Background Information ◽  
Virtual Agents ◽  
Learning Context ◽  
Open Question

Avatars are virtual agents or characters that graphically represent users within virtual environments. Avatars can be implemented in three-dimensional (3-D) virtual environments for training purposes. While there are promising findings indicating that avatars can enhance the learning experience, conclusive and generalized evaluations cannot be made at this time. The effectiveness of these virtual agents in a learning context remains an open question. The purpose of this chapter is to present background information on the definitions and use of avatars in e-based, virtual learning environments and to address the applicability of avatars to ubiquitous learning (u-learning). This chapter examines the available empirical research on the effectiveness of avatars in facilitating social interactivity, motivation, and collaborative learning in 3-D environments. Finally, this chapter provides suggestions for future studies on the design of avatars in both e- and u-learning.

Task-Technology Fit Assessment of Cloud-Based Collaborative Learning Technologies

2017 ◽  
pp. 371-388 ◽  
Author(s):  
Elaheh Yadegaridehkordi ◽  
Noorminshah A. Iahad ◽  
Norasnita Ahmad
Keyword(s):  
Collaborative Learning ◽  
Learning Experience ◽  
Learning Technologies ◽  
Task Interdependence ◽  
Learning Technology ◽  
Postgraduate Students ◽  
Intention To Adopt ◽  
User Adoption ◽  
Task Technology Fit ◽  
Collaborative Activities

Universities require basic changes in knowledge and communication-based society in order to achieve higher order learning experience and to satisfy expectations of new generation of students. This study aims to understand the likelihood of the cloud-based collaborative learning technology adoption within educational environments. Reviewing cloud computing research, technology characteristic construct was divided into collaboration, mobility, and personalization. Based on the Task-Technology Fit (TTF) model, this study tested a theoretical model encompassing seven variables: collaboration, mobility, personalization, task non-routineness, task interdependence, task-technology fit, user adoption. Purposive sampling was used and data were collected from 86 undergraduate and postgraduate students who had experiences in using cloud-based applications for collaborative activities. The results indicated that task non-routineness, collaboration, mobility, and personalization have positive significant effects on TTF. However, distinct from past studies, task interdependence positively influences TTF. In addition, results indicated that the significant effect of TTF on users' intention to adopt cloud-based collaborative learning technologies was considerable.

Technology Support for Collaborative Learning

2011 ◽  
pp. 888-893
Author(s):  
David A. Banks
Keyword(s):  
Collaborative Learning ◽  
Learning Experience ◽  
Audience Response ◽  
Technology Support ◽  
Electronic Meeting Systems ◽  
Face To Face ◽  
Use Of Technology ◽  
The Face ◽  
Response Systems ◽  
Computer Based

Collaborative learning is an activity that takes place between a teacher and a learner, between learner and learner, and sometimes, one would hope, between learner and teacher. The free flow of ideas between the various parties can be inhibited by a variety of factors, including perceived or actual power barriers, language skills, previous learning experience, and personal factors such as shyness or dominance. Technology can be used as a way of overcoming, or reducing, some of these inhibitory factors, and this chapter outlines some of the computer-based technologies that can be used. The use of technology to support distant learners is well documented, and this chapter concentrates instead on the less well-reported use of technology in the face-to-face classroom. The chapter opens with a brief consideration of collaborative learning and then focuses on the technologies that can be used to support collaborative learning process in a variety of time and place settings. These technologies include audience response systems, electronic meeting systems, and more recently, and rapidly developing, blended versions of these technologies.

Computerized clinical simulations: a strategy for staff development in critical care

1992 ◽  
Vol 1 (2) ◽  
pp. 99-107 ◽  
Author(s):  
SB Henry ◽  
D Waltmire
Keyword(s):  
Critical Care ◽  
Staff Development ◽  
Assessment Tool ◽  
Critical Care Nurses ◽  
Knowledge Assessment ◽  
Basic Knowledge ◽  
Learning Needs ◽  
Evaluation Tool ◽  
Self Evaluation ◽  
Clinical Simulations

BACKGROUND: Identifying the learning needs of employees and evaluating the results of staff development offerings are essential elements of the responsibilities of the staff development educator. High patient acuity, the shortage of critical care nurses, and rapidly changing technology within the critical care environment demand the provision of staff development offerings that are appropriate for the learning needs of critical care nurses and the evaluation of the effect of programs on critical care nursing practice. OBJECTIVE: The purposes of this descriptive, correlational study were to compare the ability of a knowledge test, a self-evaluation tool, and computerized clinical simulations to discriminate between nurses with varied levels of knowledge and experience, and to compare the learning needs identified from the three types of evaluative instruments. METHODS: Each subject (n = 142) completed the Basic Knowledge Assessment Tool for Critical Care, Cardiovascular Self-Evaluation Tool, and four computerized clinical simulations. RESULTS: Both the Basic Knowledge Assessment Tool and the Cardiovascular Self-Evaluation Tool discriminated between experienced/inexperienced and Advanced Cardiac Life Support-certified/noncertified critical care nurses. The computerized clinical simulations discriminated according to Advanced Cardiac Life Support certification, but not between experienced and inexperienced critical care nurses. The computerized clinical simulations identified more specific learning needs than did the Basic Knowledge Assessment Tool or Cardiovascular Self-Evaluation Tool. CONCLUSIONS: The evidence for discriminant validity, adequate internal consistency reliability, and ease of administration supports the continued use of these two tools as methods for critical care staff development needs assessment and evaluation. In addition, the study findings support the use of computerized clinical simulations as an adjunct to other needs assessment and evaluation methods in nursing staff development.

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