Effects on Blended Class Which Incorporates E-learning Inside the Classroom PROCEEDINGS
Isao Miyaji, Okayama University of Science, Japan
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-76-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
We designed a class of Artificial Intelligence so that students learn at their pace by using the e-learning course during the class to improve their understanding. The outline of class on each day was explained for about 20 minutes using slides. Students then filled out a problem from a structured notebook for about 60 minutes while viewing lecture slide materials in the e-learning. A small test is given at the end of the class. Students planned study support systems at the end of the course. Students submitted reports and evaluated them mutually. The plan was corrected and improved by referring to peer assessments and from the teacher’s advice. The knowledge amount obtained by questionnaires concerning technical terms was increased significantly. From the questionnaires for abilities and attitude, it was recognized that the abilities and attitude were improved significantly.
Miyaji, I. (2009). Effects on Blended Class Which Incorporates E-learning Inside the Classroom. In T. Bastiaens et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (pp. 1818-1826). Chesapeake, VA: AACE.
© 2009 AACE
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