Research Article
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Year 2019, , 107 - 121, 15.01.2019
https://doi.org/10.12973/eu-jer.8.1.107

Abstract

References

  • Adachi, K. (2007). Analysis of the classification of the learners’ activities in blended learning. Japan Journal of Educational Technology, 31(1), 29-40.
  • Arakawa, M., Ueki, Y., & Fuyuki, M. (2004). Spontaneous learning activation spiral education method utilizing Web-based coordinated education activation system CEAS. Japan Journal of Educational Technology, 28(4), 311-321.
  • Bersin, J. (2004). The Blended Learning Book: Best practices, proven methodologies, and lessons learned. San Francisco, USA: Pfeiffer.
  • Bonk, C. J., & Graham, C. R. (Eds.). (2006). The handbook of blended learning. San Francisco, USA: Pfeiffer.
  • Horita, T., Murakami, M. & Morishita, S., (2003). Analysis of students’ records in the university class adopting e-learning from a view point of class improvement. Japan Journal of Educational Technology, 27(Suppl.), 145-148.
  • Miyaji, I., & Yoshida, K. (2005). Practice and learning effect of education by blending of lecture and e-learning. Transactions of Japanese Society for Information and Systems in Education, 22(4), 230-239.
  • Miyaji, I., Yoshida, K., & Naruse, Y. (2007). Effects of blending e-learning and lectures utilizing a structured notebook. Transactions of Japanese Society for Information and Systems in Education, 24(2), 208-215.
  • Miyaji, I. (Ed.). (2009). Toward blended learning from e-learning. Tokyo, Japan: Kyoritu-Shuppan.
  • Miyaji, I. (2009). Effects on blended class which incorporates e-learning inside the classroom. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009, Vancouver, Canada, pp.1818-1825.
  • Miyaji, I. (2009). Comparison between the blended classes which incorporate e-learning inside and outside the classroom. Proceedings of The 17th International Conference on Computers in Education ICCE2009, KONG, S.C., et al. (Eds.), Hongkong, pp.306-310.
  • Miyaji, I. (2011). Comparison between effects in two blended classes which e-learning is used inside and outside classroom. US-China Education Review, 8(4), 468-481.
  • Mochizuki, T., Nakahara, J., Yamanouchi, Y., et al. (2003). Analysis of student evaluation of e-learning programs cooperated with campus classrooms. Transactions of Japanese Society for Information and Systems in Education, 20(2), 132-142.
  • Nishimori, T., Nakahara, J., Mochizuki, T. et al. (2003). Development of the e-learning system cooperating with lessons in classrooms of higher education. Japan Journal of Educational Technology, 27(Suppl.), 9-12.
  • Saito, T., & Kim, S. (2009). A meta-analysis on e-learning effectiveness in higher education. Japan Journal of Educational Technology, 32(4), 339-350.
  • Suzuki, C., & Saishu, K. (2005). Assistance in preparation or review of lessons by our e-learning system. Technical Report of the Institute of Electronics, Information and Communication Engineers. ET2004-119, pp.101-106.
  • Thorne, K. (2003). Blended learning: How to integrate online & traditional learning. London, UK: Kogan Page.
  • Touchi, J. (2010). New illustrated introduction to artificial intelligence. Tokyo, Japan: Nihonrikou-shuppankai.

Comparison of Technical Terms and Consciousness of Blended Classes in ‘AI Technology’ and ‘Artificial Intelligence'

Year 2019, , 107 - 121, 15.01.2019
https://doi.org/10.12973/eu-jer.8.1.107

Abstract

Target subject is a module called ‘AI Technology’, which applied the ideas of blended learning. Firstly, lecture-style teaching was conducted with presentation slides in order to explain the contents of a textbook. Secondly, students were required to do exercises and quizzes. By using the last eight weeks, they were asked to create presentation slides outside a class to introduce the up-to-date topics on artificial intelligence. These slides were mutually evaluated among them so that they developed their own slides based on the feedback before the tenth week of the course for the second round of mutual evaluations. Questionnaires concerning students’ understanding technical terms of the field and consciousness-raising towards competence were also conducted before and after the programs. The learning effects of a module in ‘AI Technology’ are compared with my previous research outcome of the module, ‘Artificial Intelligence’. The reasons of difference between both modules are discussed. This paper reports their results.

References

  • Adachi, K. (2007). Analysis of the classification of the learners’ activities in blended learning. Japan Journal of Educational Technology, 31(1), 29-40.
  • Arakawa, M., Ueki, Y., & Fuyuki, M. (2004). Spontaneous learning activation spiral education method utilizing Web-based coordinated education activation system CEAS. Japan Journal of Educational Technology, 28(4), 311-321.
  • Bersin, J. (2004). The Blended Learning Book: Best practices, proven methodologies, and lessons learned. San Francisco, USA: Pfeiffer.
  • Bonk, C. J., & Graham, C. R. (Eds.). (2006). The handbook of blended learning. San Francisco, USA: Pfeiffer.
  • Horita, T., Murakami, M. & Morishita, S., (2003). Analysis of students’ records in the university class adopting e-learning from a view point of class improvement. Japan Journal of Educational Technology, 27(Suppl.), 145-148.
  • Miyaji, I., & Yoshida, K. (2005). Practice and learning effect of education by blending of lecture and e-learning. Transactions of Japanese Society for Information and Systems in Education, 22(4), 230-239.
  • Miyaji, I., Yoshida, K., & Naruse, Y. (2007). Effects of blending e-learning and lectures utilizing a structured notebook. Transactions of Japanese Society for Information and Systems in Education, 24(2), 208-215.
  • Miyaji, I. (Ed.). (2009). Toward blended learning from e-learning. Tokyo, Japan: Kyoritu-Shuppan.
  • Miyaji, I. (2009). Effects on blended class which incorporates e-learning inside the classroom. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009, Vancouver, Canada, pp.1818-1825.
  • Miyaji, I. (2009). Comparison between the blended classes which incorporate e-learning inside and outside the classroom. Proceedings of The 17th International Conference on Computers in Education ICCE2009, KONG, S.C., et al. (Eds.), Hongkong, pp.306-310.
  • Miyaji, I. (2011). Comparison between effects in two blended classes which e-learning is used inside and outside classroom. US-China Education Review, 8(4), 468-481.
  • Mochizuki, T., Nakahara, J., Yamanouchi, Y., et al. (2003). Analysis of student evaluation of e-learning programs cooperated with campus classrooms. Transactions of Japanese Society for Information and Systems in Education, 20(2), 132-142.
  • Nishimori, T., Nakahara, J., Mochizuki, T. et al. (2003). Development of the e-learning system cooperating with lessons in classrooms of higher education. Japan Journal of Educational Technology, 27(Suppl.), 9-12.
  • Saito, T., & Kim, S. (2009). A meta-analysis on e-learning effectiveness in higher education. Japan Journal of Educational Technology, 32(4), 339-350.
  • Suzuki, C., & Saishu, K. (2005). Assistance in preparation or review of lessons by our e-learning system. Technical Report of the Institute of Electronics, Information and Communication Engineers. ET2004-119, pp.101-106.
  • Thorne, K. (2003). Blended learning: How to integrate online & traditional learning. London, UK: Kogan Page.
  • Touchi, J. (2010). New illustrated introduction to artificial intelligence. Tokyo, Japan: Nihonrikou-shuppankai.
There are 17 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

İsao Miyaji This is me

Publication Date January 15, 2019
Published in Issue Year 2019

Cite

APA Miyaji, İ. (2019). Comparison of Technical Terms and Consciousness of Blended Classes in ‘AI Technology’ and ‘Artificial Intelligence’. European Journal of Educational Research, 8(1), 107-121. https://doi.org/10.12973/eu-jer.8.1.107
AMA Miyaji İ. Comparison of Technical Terms and Consciousness of Blended Classes in ‘AI Technology’ and ‘Artificial Intelligence’. eujer. January 2019;8(1):107-121. doi:10.12973/eu-jer.8.1.107
Chicago Miyaji, İsao. “Comparison of Technical Terms and Consciousness of Blended Classes in ‘AI Technology’ and ‘Artificial Intelligence’”. European Journal of Educational Research 8, no. 1 (January 2019): 107-21. https://doi.org/10.12973/eu-jer.8.1.107.
EndNote Miyaji İ (January 1, 2019) Comparison of Technical Terms and Consciousness of Blended Classes in ‘AI Technology’ and ‘Artificial Intelligence’. European Journal of Educational Research 8 1 107–121.
IEEE İ. Miyaji, “Comparison of Technical Terms and Consciousness of Blended Classes in ‘AI Technology’ and ‘Artificial Intelligence’”, eujer, vol. 8, no. 1, pp. 107–121, 2019, doi: 10.12973/eu-jer.8.1.107.
ISNAD Miyaji, İsao. “Comparison of Technical Terms and Consciousness of Blended Classes in ‘AI Technology’ and ‘Artificial Intelligence’”. European Journal of Educational Research 8/1 (January 2019), 107-121. https://doi.org/10.12973/eu-jer.8.1.107.
JAMA Miyaji İ. Comparison of Technical Terms and Consciousness of Blended Classes in ‘AI Technology’ and ‘Artificial Intelligence’. eujer. 2019;8:107–121.
MLA Miyaji, İsao. “Comparison of Technical Terms and Consciousness of Blended Classes in ‘AI Technology’ and ‘Artificial Intelligence’”. European Journal of Educational Research, vol. 8, no. 1, 2019, pp. 107-21, doi:10.12973/eu-jer.8.1.107.
Vancouver Miyaji İ. Comparison of Technical Terms and Consciousness of Blended Classes in ‘AI Technology’ and ‘Artificial Intelligence’. eujer. 2019;8(1):107-21.