- 著者
- Ryohei Ikejiri Ryota Yamamoto Seiko Nakano Kenzo Yoneda Yuhei Yamauchi
- 出版者
- Japan Society for Educational Technology/Japanese Society for Information and Systems in Education
- 雑誌
- Information and Technology in Education and Learning (ISSN:24361712)
- 巻号頁・発行日
- vol.1, no.1, pp.Pra-p001, 2021 (Released:2021-09-22)
- 参考文献数
- 20
- 被引用文献数
- 1
This study designed and evaluated a project-based learning (PjBL) technique that promotes the social construction of knowledge by overcoming dissonance using G Suite for Education. The core aspects of the design include controlling the discussion process by setting a task with the same directionality in terms of its solution while including two conflicting positions and using a synchronous system to provide real-time feedback from a teacher to control the discussion process. A four-part model of PjBL was presented to overcome dissonance. To evaluate the effects of this model, PjBL lessons were conducted with high-school students in which the topic led them to consider ideas to support people living in shelters for 3 months following an earthquake. Consequently, the effects of the core aspects of the design were partially confirmed.
- 著者
- Daisuke Akamatsu Ayafumi Goto
- 出版者
- Japan Society for Educational Technology/Japanese Society for Information and Systems in Education
- 雑誌
- Information and Technology in Education and Learning (ISSN:24361712)
- 巻号頁・発行日
- vol.1, no.1, pp.Sh-p001, 2021 (Released:2021-08-04)
- 参考文献数
- 16
- 被引用文献数
- 1
This study investigated the failure beliefs among Japanese junior high school students using the failure belief scale developed by Nishimura et al. Cluster analysis was performed by categorizing 280 students into four distinctive clusters: “high fearfulness group” with high fearfulness toward failure, “failure amicable group” with low fearfulness towards failure and high utilization-possibility of failure, “average group” that showed consistently average scores over the two subscales, and “failure indifferent group” with low scores over the subscales. One-way ANOVA revealed that the first two groups are different not in the academic outcomes but in the social outcomes. The results suggested that teachers should focus on social aspects as well as cognitive aspects in promoting the qualitative development of students’ failure belief groups.
- 著者
- Ryo Okada
- 出版者
- Japan Society for Educational Technology/Japanese Society for Information and Systems in Education
- 雑誌
- Information and Technology in Education and Learning (ISSN:24361712)
- 巻号頁・発行日
- vol.1, no.1, pp.Reg-p004, 2021 (Released:2021-07-21)
- 参考文献数
- 30
- 被引用文献数
- 2
The purpose of this study was to examine the effects of teachers’ autonomy support in synchronous online learning environments. The participants included 197 Japanese undergraduates. The hypothetical model posited that perceived teachers’ autonomy support was related to students’ intrinsic motivation and metacognition, which, in turn, were related to self-evaluated achievement. The results showed that perceived teachers’ autonomy support was related to students’ self-evaluated achievement, and this relationship was mediated by intrinsic motivation. Perceived teachers’ autonomy support was also related to metacognition, although metacognition did not have a mediating effect. The role that teachers play in synchronous online learning environments is also discussed.
- 著者
- Hao Hao Masanori Yamada
- 出版者
- Japan Society for Educational Technology/Japanese Society for Information and Systems in Education
- 雑誌
- Information and Technology in Education and Learning (ISSN:24361712)
- 巻号頁・発行日
- vol.1, no.1, pp.Rvw-p001, 2021 (Released:2021-11-27)
- 参考文献数
- 142
- 被引用文献数
- 2
This article presents a review of the literature on Content and Language Integrated Learning (CLIL) from 2011 to 2020. We analyzed 100 research articles based on the First Principles of Instruction (FPI), with the aim of considering the problems of CLIL and exploring the possibilities of improvement based on these principles. We found that the focus of almost all the articles was English as a Foreign Language (EFL) as the target language; rarely was a concern for other languages indicated. Moreover, current studies pertaining to CLIL paid little attention to the FPI. In this article, we offer some suggestions for future research.