Comparison of Technical Terms and Consciousness of Blended Classes in ‘AI Technology’ and ‘Artificial Intelligence'
APA 6th edition
Miyaji, I. (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. doi:10.12973/eu-jer.8.1.107
Miyaji I. 2019 'Comparison of Technical Terms and Consciousness of Blended Classes in ‘AI Technology’ and ‘Artificial Intelligence'', European Journal of Educational Research , vol. 8, no. 1, pp. 107-121. Available from: https://dx.doi.org/10.12973/eu-jer.8.1.107
Chicago 16th edition
Miyaji, Isao . "Comparison of Technical Terms and Consciousness of Blended Classes in ‘AI Technology’ and ‘Artificial Intelligence'". (2019)European Journal of Educational Research 8, no. 1(2019): 107-121. doi:10.12973/eu-jer.8.1.107
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.
Keywords: Blended learning, class analysis, learning effects, creating presentation slides, e-learning.
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.