サイバー大学におけるBlended learning研究-リアルタイム型オンライン授業を活用した日本語作文授業の実践事例を中心に-

Abstract

This study explored the effect of ‘blended learning’ by way of ’advanced composition in Japanese language’ class given by the Japanese Language Faculty of CUFS, who is giving ‘blended learning’ by combining e-learning (asynchronous shared learning) and real-time online learning (synchronous shared learning). In general universities, peer-response system is quite active; however, only the evaluation of teachers becomes important in peer-response system. Therefore, the ’advanced composition in Japanese language’ e-learning in CUFS reinforced interactive activities in the class. When a student made a composition in Japanese based on given sentence structure every week, the composition is registered and disclosed to whole class including students. In addition to the corrections by the professor and Japanese tutor, other students can also freely review, correct and give comment on the composition of fellow students. However, since the e-learning class could not resolve the time difference required for the correction and answering to the questions, CUFS is giving real-time online learning, in which the compositions of students are corrected in real-time. This study analyzed the misuse rate of free composition, the structure content of sentences in the composition and the deviation values of test to find out the difference in composition ability advance between the students who attended real-time online learning and the students who did not. According to the result of analysis, high level students had advance in composition ability since they actively perform class task regardless of attendance to the class; however, the learning continuation ability of beginnerlevel students decreased. Another issue, which should be considered in the future, is that the participation rate was extremely low because the real-time online learning class was not mandatory class and it does not have any effect on grade. Meanwhile, the teachers received benefit from blended learning by learning the response of students through real-time online learning, which they could not know during the preparation of class content, and reflect it to class content such as improving insufficient explanation and reinforcing practice problems.