1: 2011-01-14 (金) 22:31:14 ozeki  |
現: 2015-03-15 (日) 02:12:37 ozeki |
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| - | **Evaluation of Task-based Online Materials [#q5f76e2a] | + | [[カテゴリー/研究発表]] |
| - | 藤原 和美（オークランド大学） | + | *Evaluation of Task-based Online Materials [#q5f76e2a] |
| + | [[藤原 和美]]（オークランド大学） | ||
| In this presentation, I would like to share some of the results obtained through the pilot study for my Ph.D. thesis. My study evaluated an online-based courseware, Vital English Starter, at a lower secondary school in Japan. The courseware targets absolute beginners, which is designed for use in a computer laboratory with teachers. The aim of my research is to determine the extent to which online-based courseware or materials are suitable for Japanese lower secondary school students. To make my evaluation well-balanced and structured, I organized my findings into categories. These are student-based evaluation, teacher-based evaluation, response-based evaluation and learning-based evaluation. I also decided to apply a wider variety of research methods in order to gain more accurate results. My research methods included questionnaires, interviews, written learning logs, pre- and post-test, and observations. | In this presentation, I would like to share some of the results obtained through the pilot study for my Ph.D. thesis. My study evaluated an online-based courseware, Vital English Starter, at a lower secondary school in Japan. The courseware targets absolute beginners, which is designed for use in a computer laboratory with teachers. The aim of my research is to determine the extent to which online-based courseware or materials are suitable for Japanese lower secondary school students. To make my evaluation well-balanced and structured, I organized my findings into categories. These are student-based evaluation, teacher-based evaluation, response-based evaluation and learning-based evaluation. I also decided to apply a wider variety of research methods in order to gain more accurate results. My research methods included questionnaires, interviews, written learning logs, pre- and post-test, and observations. | ||
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