Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186172
Toshio Okamoto, M. Kayama, H. Inoue
This paper presents a web-based distance education system that contains synchronous (live) video lectures, asynchronous learning materials with video-on-demand (VOD) archive data, and question and answer functions through digital reporting between a lecturer and students. It is intended to provide a collaborative workplace to encourage interactions among a lecturer/learners. As such, this environments enables learners to exchange their knowledge and their way of thinking, furthermore, to refine/build the knowledge acquired via lectures. One of the main purposes in our research is to build a flexible e-Learning environment by embedding self/collaborative support functions for the digitized live lectures in order to reinforce much more meaningful knowledge and skills. Moreover, we propose an innovative educational method of a cooperative link between a university and an industry for the higher education. The knowledge repository means a kind of data-warehouse with the computational mechanism to handle/manage various data occurred in e-Learning process. The knowledge repository may be utilized for any information referencing, diagnosing/evaluating of learners' activities, consulting and so on. We also tackle problems of knowledge sharing, knowledge-retrieval and various types of collaboration in the learning environment. The heart of our project is the exploration of how we can effectively make use of this knowledge repository to support learners who have a range of different needs, though we don't mention its technical details here.
{"title":"Knowledge repository oriented e-Learning system and its evaluation for a cooperative linkage between university and industry","authors":"Toshio Okamoto, M. Kayama, H. Inoue","doi":"10.1109/CIE.2002.1186172","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186172","url":null,"abstract":"This paper presents a web-based distance education system that contains synchronous (live) video lectures, asynchronous learning materials with video-on-demand (VOD) archive data, and question and answer functions through digital reporting between a lecturer and students. It is intended to provide a collaborative workplace to encourage interactions among a lecturer/learners. As such, this environments enables learners to exchange their knowledge and their way of thinking, furthermore, to refine/build the knowledge acquired via lectures. One of the main purposes in our research is to build a flexible e-Learning environment by embedding self/collaborative support functions for the digitized live lectures in order to reinforce much more meaningful knowledge and skills. Moreover, we propose an innovative educational method of a cooperative link between a university and an industry for the higher education. The knowledge repository means a kind of data-warehouse with the computational mechanism to handle/manage various data occurred in e-Learning process. The knowledge repository may be utilized for any information referencing, diagnosing/evaluating of learners' activities, consulting and so on. We also tackle problems of knowledge sharing, knowledge-retrieval and various types of collaboration in the learning environment. The heart of our project is the exploration of how we can effectively make use of this knowledge repository to support learners who have a range of different needs, though we don't mention its technical details here.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131273645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186177
Jeong-rang Kim, Yong-ju Ki, Dai-sung Ma
In this knowledge-based society, a person should be possessed of abilities to create new knowledge while selecting, acquiring, and processing knowledge and information in line with his or her own purpose and communicating this new knowledge to other people. With the emergence of the world wide web, cyber learning, in the form of web-based instruction has been brought to the fore. The established way of cyber learning, however, is based on a system where learners should proceed with their study on their own, instead of relying on interaction between teachers and learners. The established way of cyber learning leaves much to be desired in terms of its application to a class, and is often bereft of a system capable of recreating knowledge as a result of study. Accordingly, this study is designed to develop a cyber learning system using models with the concepts of knowledge construction. This system enabled students to cultivate their abilities to analyze materials and to improve their creativity. When applied to the teaching learning process of social studies, the system was capable of being applied to a process from a stage of grasping problems, to a stage of learning completion. The system also enabled teachers and students to produce study results, and enabled students to recreate knowledge, in the form of homepages, from constructed learning resources, instead of producing only fragmental knowledge.
{"title":"The development of a method of cyber learning with conceptual models of knowledge construction","authors":"Jeong-rang Kim, Yong-ju Ki, Dai-sung Ma","doi":"10.1109/CIE.2002.1186177","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186177","url":null,"abstract":"In this knowledge-based society, a person should be possessed of abilities to create new knowledge while selecting, acquiring, and processing knowledge and information in line with his or her own purpose and communicating this new knowledge to other people. With the emergence of the world wide web, cyber learning, in the form of web-based instruction has been brought to the fore. The established way of cyber learning, however, is based on a system where learners should proceed with their study on their own, instead of relying on interaction between teachers and learners. The established way of cyber learning leaves much to be desired in terms of its application to a class, and is often bereft of a system capable of recreating knowledge as a result of study. Accordingly, this study is designed to develop a cyber learning system using models with the concepts of knowledge construction. This system enabled students to cultivate their abilities to analyze materials and to improve their creativity. When applied to the teaching learning process of social studies, the system was capable of being applied to a process from a stage of grasping problems, to a stage of learning completion. The system also enabled teachers and students to produce study results, and enabled students to recreate knowledge, in the form of homepages, from constructed learning resources, instead of producing only fragmental knowledge.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131874545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1185956
Jeannine Gerbault
In language learning environments, language is both the medium of communication used for task completion and the content to be learned. This peculiarity plays a role in the way foreign language learning environments mediated by information technology (IT) can be designed, since communication and collaboration are contingent upon the use of language. This paper presents an experiment in which a small group of students learning French as a foreign language were observed as they worked on their own (i.e., without a teacher) towards the comprehension of a short French TV news sequence in an IT-mediated learning environment. It examines the effects of autonomy and collaboration upon communicative behavior during task completion. The results of the experiment show that having to use the language to deal with a variety of communicative needs gives the learners increased opportunities to produce complex utterances, and requires more remediation and adjustment than when a teacher is in charge. Consequences for the construction of IT language learning environments are suggested.
{"title":"Information technology and foreign language learning: what happens when no teacher is around?","authors":"Jeannine Gerbault","doi":"10.1109/CIE.2002.1185956","DOIUrl":"https://doi.org/10.1109/CIE.2002.1185956","url":null,"abstract":"In language learning environments, language is both the medium of communication used for task completion and the content to be learned. This peculiarity plays a role in the way foreign language learning environments mediated by information technology (IT) can be designed, since communication and collaboration are contingent upon the use of language. This paper presents an experiment in which a small group of students learning French as a foreign language were observed as they worked on their own (i.e., without a teacher) towards the comprehension of a short French TV news sequence in an IT-mediated learning environment. It examines the effects of autonomy and collaboration upon communicative behavior during task completion. The results of the experiment show that having to use the language to deal with a variety of communicative needs gives the learners increased opportunities to produce complex utterances, and requires more remediation and adjustment than when a teacher is in charge. Consequences for the construction of IT language learning environments are suggested.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133812400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186104
T. Lu, Guanchi Wu
This paper describes the design of HLA distributed architecture to support an interactive, interoperable, and collaborative war-gaming simulation using Java technology and IEEE standard 1516-High Level Architecture (HLA). Based on the run-time infrastsructure (RTI) services which are specified in HLA and Java application programming interface (API) of the RTI, the proposed distributed virtual environment (DVE) provides a practical foundation to enhance interactivity, portability, and interoperability for distributed simulation. Moreover, we build up a 3D synthetic virtual world for aircraft simulator by means of Java 3D API in which Java 3D technology could support a simple, portable, and flexible programming model for 3D scene construction. From the system implementation and experimental results, we show that the proposed HLA distributed architecture is a practical and scalable design that is applicable for a wide variety of moderate DVEs.
本文采用Java技术和IEEE标准1516-高级体系结构(HLA)，设计了一种支持交互式、互操作和协作的HLA分布式体系结构。本文提出的分布式虚拟环境(DVE)基于HLA中指定的运行时基础设施(RTI)服务和RTI的Java应用程序编程接口(API)，为增强分布式仿真的交互性、可移植性和互操作性提供了实践基础。此外，利用Java 3D API构建了一个用于飞机模拟器的三维合成虚拟世界，其中Java 3D技术为三维场景构建提供了一个简单、便携、灵活的编程模型。从系统实现和实验结果来看，我们提出的HLA分布式架构是一种实用的、可扩展的设计，适用于各种中等规模的分布式虚拟机。
{"title":"The war-gaming training system based on HLA distributed architecture","authors":"T. Lu, Guanchi Wu","doi":"10.1109/CIE.2002.1186104","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186104","url":null,"abstract":"This paper describes the design of HLA distributed architecture to support an interactive, interoperable, and collaborative war-gaming simulation using Java technology and IEEE standard 1516-High Level Architecture (HLA). Based on the run-time infrastsructure (RTI) services which are specified in HLA and Java application programming interface (API) of the RTI, the proposed distributed virtual environment (DVE) provides a practical foundation to enhance interactivity, portability, and interoperability for distributed simulation. Moreover, we build up a 3D synthetic virtual world for aircraft simulator by means of Java 3D API in which Java 3D technology could support a simple, portable, and flexible programming model for 3D scene construction. From the system implementation and experimental results, we show that the proposed HLA distributed architecture is a practical and scalable design that is applicable for a wide variety of moderate DVEs.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115549831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186106
C. Lai, Jie-Chi Yang, Bau-Lo Jheng, T. Chan, C. Ho, Jing-San Liang
The purpose of this study is to develop a passport system based on ARCS model for Internet users to learn basic information technology skills. The system is designed to increase learners' motivation and use it actively. Due to an assistant teaming mechanism, it can improve learners' information literacy. The teaming contents are about information technologies. The styles of the test include multi-choices and practical manipulation tasks. The system automatically evaluates the results, records the process and outcome of the test. The system adopts a role-play strategy, so that users can proceed to the test in the form of games. When a user encounters problems in the test, he/she can find relevant information to assist his/her teaming. The main users of the system are teachers and students of junior high schools and elementary schools at Taoyuan County in Taiwan. From December 1999 to June 2001, 1273783 users have already used the system.
{"title":"A web-based information-learning-passport system using the ARCS model","authors":"C. Lai, Jie-Chi Yang, Bau-Lo Jheng, T. Chan, C. Ho, Jing-San Liang","doi":"10.1109/CIE.2002.1186106","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186106","url":null,"abstract":"The purpose of this study is to develop a passport system based on ARCS model for Internet users to learn basic information technology skills. The system is designed to increase learners' motivation and use it actively. Due to an assistant teaming mechanism, it can improve learners' information literacy. The teaming contents are about information technologies. The styles of the test include multi-choices and practical manipulation tasks. The system automatically evaluates the results, records the process and outcome of the test. The system adopts a role-play strategy, so that users can proceed to the test in the form of games. When a user encounters problems in the test, he/she can find relevant information to assist his/her teaming. The main users of the system are teachers and students of junior high schools and elementary schools at Taoyuan County in Taiwan. From December 1999 to June 2001, 1273783 users have already used the system.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115581648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186138
Y. Lin, Tien-Yu Li, Ming-Chung Chen
The purpose of this study is to explore the influence on the learning effectiveness for mental retardation students by using the agent-based word-recognition learning system. The system applied the teaching agent to increase learner's motivation and used stimulus fading strategy to enhance the learning effectiveness. A multiple probes of single-subject design was adopted. A nine-year-old pupil with moderate mental retardation participated in the study. The experiment shows that the subject can identify the target words correctly without the presence of known pictorial cues. The learning system combining teaching agent and stimulus-fading strategy is efficient in teaching word recognition for pupils with moderate retardation.
{"title":"A study on the agent-based word-recognition learning system for pupils with moderate mental retardation","authors":"Y. Lin, Tien-Yu Li, Ming-Chung Chen","doi":"10.1109/CIE.2002.1186138","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186138","url":null,"abstract":"The purpose of this study is to explore the influence on the learning effectiveness for mental retardation students by using the agent-based word-recognition learning system. The system applied the teaching agent to increase learner's motivation and used stimulus fading strategy to enhance the learning effectiveness. A multiple probes of single-subject design was adopted. A nine-year-old pupil with moderate mental retardation participated in the study. The experiment shows that the subject can identify the target words correctly without the presence of known pictorial cues. The learning system combining teaching agent and stimulus-fading strategy is efficient in teaching word recognition for pupils with moderate retardation.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115599410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186123
P. Polsani
This paper advocates the constitution of E-learning as an independent field of knowledge production and circulation. Such an event should start first by identifying the space of its function: the network organized as a rhizome. The second important step in this direction is delineating clearly the object of E-learning: the production and circulation of performative knowledge that can be rapidly generated and circulated as the market configurations change. The third critical step in establishing the E-learning field is recognizing the uniqueness of information and communication technologies and the optimal use of technology's potential. The forth crucial element in this directions is creating E-learning as a vibrant learning environments wherein a user goes through life like an interactive experience that is customizable for individuals or groups of individuals. in order to achieve the finer level of customization, the architecture of E-learning should be conceptualized with two guiding principles: modularity and the linkage system.
{"title":"E-learning and the status of knowledge in the information age","authors":"P. Polsani","doi":"10.1109/CIE.2002.1186123","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186123","url":null,"abstract":"This paper advocates the constitution of E-learning as an independent field of knowledge production and circulation. Such an event should start first by identifying the space of its function: the network organized as a rhizome. The second important step in this direction is delineating clearly the object of E-learning: the production and circulation of performative knowledge that can be rapidly generated and circulated as the market configurations change. The third critical step in establishing the E-learning field is recognizing the uniqueness of information and communication technologies and the optimal use of technology's potential. The forth crucial element in this directions is creating E-learning as a vibrant learning environments wherein a user goes through life like an interactive experience that is customizable for individuals or groups of individuals. in order to achieve the finer level of customization, the architecture of E-learning should be conceptualized with two guiding principles: modularity and the linkage system.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115803555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186063
M. Chao, K. Chao, W. Yang
The government of Taiwan has been taking the initiative to establish and build upon large-scale educational reform since 1998. To cope with technological and social challenges, the Ministry of Education (MOE) has undertaken several projects in an effort to integrate technology into the curriculum, especially at the primary and secondary school levels. Aside from purchasing computer hardware and establishing a networking environment, the MOE has spent more than three years setting up an on-line resource center, the National Education Resource Center (NERC), that comprises several school-based education resource centers (SERCs) classified on the basis of specific subject areas. This paper briefly introduces the implementation of the school-based resource centers in Taiwan, and analyzes the achievements that they have made thus far. To be more specific, Chinese language and social sciences are the subjects that we take to analyze here. Finally, some reflections based on personal participation in the project are proposed for further studies.
{"title":"The implementation of, achievements in and reflections on school-based education resource centers-examples of Chinese language and social science subjects","authors":"M. Chao, K. Chao, W. Yang","doi":"10.1109/CIE.2002.1186063","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186063","url":null,"abstract":"The government of Taiwan has been taking the initiative to establish and build upon large-scale educational reform since 1998. To cope with technological and social challenges, the Ministry of Education (MOE) has undertaken several projects in an effort to integrate technology into the curriculum, especially at the primary and secondary school levels. Aside from purchasing computer hardware and establishing a networking environment, the MOE has spent more than three years setting up an on-line resource center, the National Education Resource Center (NERC), that comprises several school-based education resource centers (SERCs) classified on the basis of specific subject areas. This paper briefly introduces the implementation of the school-based resource centers in Taiwan, and analyzes the achievements that they have made thus far. To be more specific, Chinese language and social sciences are the subjects that we take to analyze here. Finally, some reflections based on personal participation in the project are proposed for further studies.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123898591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186318
A. Afonso
This project addresses the design of a framework for the development of learning contexts through virtual learning communities, based on the development of learning activities. It endeavours to establish a framework to rethink the management of learning and knowledge as processes of social participation within virtual contexts of collective learning. It builds on the conviction of the importance of creating a model that may represent a guideline for the design of systems for the management of knowledge and learning in educational sites and, ultimately, for building learning contexts for virtual environments.
{"title":"Models for the development of learning contexts: managing learning and knowledge in virtual environments through learning communities","authors":"A. Afonso","doi":"10.1109/CIE.2002.1186318","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186318","url":null,"abstract":"This project addresses the design of a framework for the development of learning contexts through virtual learning communities, based on the development of learning activities. It endeavours to establish a framework to rethink the management of learning and knowledge as processes of social participation within virtual contexts of collective learning. It builds on the conviction of the importance of creating a model that may represent a guideline for the design of systems for the management of knowledge and learning in educational sites and, ultimately, for building learning contexts for virtual environments.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114399225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-12-03DOI: 10.1109/CIE.2002.1186026
Toshihiko Takeuchi, A. Sakuma
A task-given-type examination is a name coined by us to identify a method of school examination. In this method: (1) a group of questions is provided to students with enough time in advance before examination; and (2) an appropriate number of questions are randomly selected from these questions to form the actual examination conducted on the examination day. We experimented with this method in our class of Management System Design in Aoyama Gakuin University. Our objective was to know the characteristics of this method. The questionnaires conducted before and after the examination revealed some facts, such as that the majority of students had a favorable impression of the examination, and that the students could prepare effectively in a shorter period of time than in a normal type of examination.
{"title":"Applying task-given-type examination system to the semester examination of a university","authors":"Toshihiko Takeuchi, A. Sakuma","doi":"10.1109/CIE.2002.1186026","DOIUrl":"https://doi.org/10.1109/CIE.2002.1186026","url":null,"abstract":"A task-given-type examination is a name coined by us to identify a method of school examination. In this method: (1) a group of questions is provided to students with enough time in advance before examination; and (2) an appropriate number of questions are randomly selected from these questions to form the actual examination conducted on the examination day. We experimented with this method in our class of Management System Design in Aoyama Gakuin University. Our objective was to know the characteristics of this method. The questionnaires conducted before and after the examination revealed some facts, such as that the majority of students had a favorable impression of the examination, and that the students could prepare effectively in a shorter period of time than in a normal type of examination.","PeriodicalId":206223,"journal":{"name":"International Conference on Computers in Education, 2002. Proceedings.","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114477536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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