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Designing and managing a fully online university pre-enrolment course in Japan
http://hdl.handle.net/10445/8524
http://hdl.handle.net/10445/8524b8a5e440-3b4e-4be0-9f17-d6f60216d519
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
2017INTED Smith 1249 paper.pdf (339.0 kB)
Download is available from 2999/12/31.
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| Item type | 会議発表論文 / Conference Paper(1) | |||||
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| 公開日 | 2017-03-31 | |||||
| タイトル | ||||||
| タイトル | Designing and managing a fully online university pre-enrolment course in Japan | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_5794 | |||||
| 資源タイプ | conference paper | |||||
| 著者 |
Smith, Adam
× Smith, Adam× Johnson , Andrew× 中村, 美智子 |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | In Japan the academic year starts in early April. Standard entrance exams are held each January and February, however some universities offer a limited number of students an opportunity to apply earlier. Depending on the university, provisional acceptance through this alternative is given up to ten months before lectures start. With no university entrance exams to prepare for, it is possible for students to experience a decline in study skills and knowledge during this interim period. To address this, it is common for universities to offer a pre-enrolment course, typically in the form of irregular on-campus events, paper-based correspondence courses or quiz-based online courses with little-to-no interaction with other students. However, the affordances of modern e-learning systems allow for the creation of a more engaging online environment. Students at the authors' university major in design and computer science-related fields. Computer literacy is essential; e-learning is part of their daily routine and they have to complete numerous tasks using computers. Three years ago, the authors designed a pre- enrolment English course with these students in mind. It has been created using the Moodle LMS for an annual cohort of 100 students who come from all over Japan. They generally have low technology skills, low English skills (CEFR A2 to B1), and no e-learning experience. The aims of the course are not only to improve their English, but to introduce them to e-learning, their future classmates, and university life. Analysis of activity logs and end-of-course surveys tells us what students thought of the course, and how they engaged with it, leading to suggestions for change. Generally, it proved to be a very positive experience for motivated students, but less so for those with lower motivation, the main target of the course. | |||||
| 書誌情報 |
2017 INTED Conference p. 5355-5263, 発行日 2017-03-07 |
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| ISBN | ||||||
| 識別子タイプ | ISBN | |||||
| 関連識別子 | 9788461784912 | |||||
| 査読有無 | ||||||
| 値 | あり/yes | |||||
| 研究業績種別 | ||||||
| 値 | 国際会議/International Conference | |||||
| 単著共著 | ||||||
| 値 | 共著/joint | |||||
| 出版者 | ||||||
| 出版者 | IATED Academy | |||||
