Yoshiko Goda

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Development of a Short-Form Career Resilience Inventory for Online learning: Verification based on analysis results of online learning

Verification of the Effectiveness of Learning Materials that Support Self-regulation for Learning Considering Differences in Career Resilience: Acquiring Knowledge of Level 3 Automated Driving Vehicles

Discourse Analysis Visualization Based on Community of Inquiry Framework

BRILL eBooks, Apr 16, 2019

Impact of the COVID-19 Pandemic on Education in Japan and the Role of the Japan Society for Educational Technology

Springer eBooks, 2022

This chapter provides an overview of the strategies and responses to the educational challenges i... more This chapter provides an overview of the strategies and responses to the educational challenges in Japan caused by the coronavirus disease (COVID-19). Systematic content analyses revealed an increase in the frequency of keywords (1) Global and Innovation Gateway for All (GIGA) school and (2) online education/ online classroom in Japanese academic journals when the years 2019 and 2020 were compared. The GIGA School is a government-led project aiming to digitize education in primary and secondary education, and the promotion of the GIGA school project with infrastructure development as well as shifts to online education at all levels of education during the pandemic in Japan were found. Furthermore, the National Institute of Informatics has been hosting weekly online webinars to share the information pertaining to strategies and tips for effective online education, especially for higher education, since March 2020. In addition to government-led reactions, professional academic societies of educational technology have played an important role in maintaining effective education and learning, even during the pandemic. The case of the Japan Society for Educational Technology (JSET) has been presented to show the background of online education in Japan. The experiences of all researchers, practitioners, and students during the pandemic can provide an

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Design of the Time Management Skills Acquisition System Using Learning Analytics

Learning skills include abilities, habits, understanding, and attitudes which are utilized to ach... more Learning skills include abilities, habits, understanding, and attitudes which are utilized to achieve learning. Students will not achieve good grades unless they properly manage their limited study time. However, it is not easy for them to organize their own study time and learn how to use it efficiently. Notably, learning analytics has not been used in previous research for time management. Learning analytics provides students with accurate data that they can use to manage their study time. Therefore, in this study, we designed a system based on a learning analytics approach with functions that allow students to make their own learning schedules and reflect on their learning behaviors. The system has visualization, calendars, and reflection functions, which are used by both students and their instructors.

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Development of a Learning Management System to Enhance Retrieval Practice in Self-Paced Japanese Language Learning

INTED2023 Proceedings

Examining Language-Agnostic Methods of Automatic Coding in the Community of Inquiry Framework

Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019), 2019

This study discusses the automatic coding methods of the Community of Inquiry (CoI) framework for... more This study discusses the automatic coding methods of the Community of Inquiry (CoI) framework for multilingual contexts, in particular. In universities, foreign students cannot be overlooked, and learning systems are also required to work in multilingual situations. However, none of the existing work has addressed the lack of language-agnostic and automatic coding algorithms for the CoI framework, even though the framework is widely used to assess student-generated texts. In this study, we investigate the performance of a data-driven text tokenization algorithm for automatic coding. Using a real-world dataset, we compare the prediction performance of the language-independent tokenizer with a language-dependent tokenizer. Our experiments show the data-driven tokenizer to be comparable to its competitor, and a classification algorithm with this tokenizer could achieve high prediction performance for many CoI indicators. We believe that our experimental results are informative and could provide a baseline for future research.

format_quoteThe study focuses on the Community of Inquiry framework elements: social, cognitive, and teaching presence, valuable for evaluating learning outcomes.format_quote

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Factors of the Use of Learning Analytics Dashboard That Affect Metacognition

Proceedings of the 17th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2020), 2020

In this study, we used a learning analytics dashboard (LAD) in a higher education course to suppo... more In this study, we used a learning analytics dashboard (LAD) in a higher education course to support students' metacognition and evaluated the effects of its use. The LAD displays students' reading path and specific behaviors when viewing digital learning materials. The study was conducted on 53 university students to identify the factors that affected metacognition changes in terms of their awareness and behavior dimensions when using the LAD. In terms of results, first, the students' perception of visual attraction for the LAD, and behaviors related to reflection such as deleting annotations they had previously added, positively affected the changes in the knowledge of cognition dimension of metacognition. Second, students' perception of behavioral changes by using the LAD had positive effects on the regulation of cognition dimension of metacognition. However, the behaviors of using some cognitive tools, negatively affected knowledge of cognition, which indicated the necessity to provide more guidance or feedback to students.

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An Interim Report of Developing a Guideline for Copy Rights Law in Japan for Asynchronous Learning Environment

Relationship among course type, self-efficacy, mentor and learning performance: Toward e-learning satisfaction model

This study examines the potential relational model of e-learning satisfaction and learning perfor... more This study examines the potential relational model of e-learning satisfaction and learning performance in blended learning and online learning alone. We then focused on five factors and one variable based on our practical research, in order to compare course type and investigate the relationship among them; course type, self-efficacy, satisfaction with mentor's behavior, perceived learning consciousness during learning, clarity of material as factors and test score as performance. The results showed the significant effect of course type on satisfaction with mentor's behavior. The significant relationship, on the other hand, was revealed between factors and performance, which indicated that course type, self-efficacy, mentor, clarity of materials and learning consciousness play an important role in successful learning online learning.

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From Adaptive Learning Support to Fading Out Support for Effective Self-Regulated Online Learning

Advances in educational technologies and instructional design book series, 2020

This chapter applies data mining and learning analytics, along with self-regulated learning (SRL)... more This chapter applies data mining and learning analytics, along with self-regulated learning (SRL) theories, to examine possible interventions aimed at supporting students' success with online learning. The chapter introduces two learning support systems and the results of related research. These two systems are used as sample cases to describe the relationships among SRL, learning support, learning processes, and learning effects. Case 1 is an early warning system that uses an SRL questionnaire completed before actual learning to determine which students are likely to drop out. Case 2 focuses on student planning and the implementation phases of the SRL cycle. This system supports students' own planning and learning, creating distributed learning and reducing procrastination without human intervention. A comparison of the two cases implies that a combination of an early warning system and system constraints that require planning before actual learning can reduce the need for human learning support and decrease academic procrastination, resulting in increased distributed learning.

Relationship Between Learning Behaviors and Social Presence in Online Collaborative Learning

This study examined the factors of learning behaviors in digital-learning-material reader that pr... more This study examined the factors of learning behaviors in digital-learning-material reader that predict university students' productive participation identified by social presence indicators in online collaborative learning. Data were collected from 76 Frist-year university students, including learning behaviors in digital learning-material readers, and frequency of each social presence indicator classified by coding discussion scripts with automated text classification. The results of the stepwise multiple regression analysis revealed that the learning behavior of drawing red markers, highlighting important content predicts social presence. Furthermore, the study's findings showed that different learning behaviors predict different social presence indicators, which are related to metacognition and critical thinking.

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Voluntary activities and online education for digital heritage inventory development after the Great East Japan Earthquake

The International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences, 2013

Consortium for Earthquake-Damaged Cultural Heritage (CEDACH) is a voluntary initiative launched j... more Consortium for Earthquake-Damaged Cultural Heritage (CEDACH) is a voluntary initiative launched just after the Great East Japan Earthquake on 11 March 2011. The consortium is developing a social network between local cultural resource managers restoring disaster-damaged cultural heritage on one side and remote researchers including historians, archaeologists and specialists of cultural information studies on the other side, in order to facilitate collaborative projects. This paper presents three projects in which CEDACH contributed to the development of a digital inventory for disaster-damaged heritage management through web-based collaborations by self-motivated workers. The first project, CEDACH GIS, developed an online archaeological site inventory for the disaster area. Although a number of individuals voluntarily participated in the project at the beginning, it gradually stagnated due to limited need for local rescue archaeology. However, the experience of online-based collaborations worked well for the second project proposed by local specialists, in which CEDACH restored the book catalogue of a tsunami-devastated research library. This experience highlighted the need for online education to improve information and communication technologies (ICT) skills of data builders. Therefore, in the third project called CEDACHeLi, an e-Learning management system was developed to facilitate learning the fundamental knowledge and techniques required for information processing in rescue operations of disaster-damaged cultural heritage. This system will contribute to improved skills and motivation of potential workers for further developments in digital heritage inventory.

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Factors Affecting Pre-Service Teachers' Evaluations of the Validity of Students' Mathematical Arguments in Classroom Contexts

Cognition and Instruction, 2007

This study was designed to identify the types of understandings, skills, and beliefs that affect ... more This study was designed to identify the types of understandings, skills, and beliefs that affect pre-service teachers' evaluations of students' mathematical arguments in classroom contexts. Thirty-four pre-service teachers read a transcript of a third grade lesson in which the students were expected to prove a generalization. To investigate whether pre-service teachers evaluate students' arguments in a consistent way across different classroom contexts, pre-service teachers' evaluations of the responses were examined in two experimental conditions. In the first condition, one student made a valid argument that proved why the generalization was true, and in the second condition, this student's response was omitted from the transcript. Findings included the following: 1) Pre-service teachers' evaluations of students' inductive arguments differed dramatically across conditions; 2) Pre-service teachers rarely used logical validity as a criterion for evaluating arguments; 3) Pre-service teachers exhibited a wide variety of conceptions about the relationships among mathematical proof, explaining why something is true in mathematics, and inductive arguments, and these conceptions affected their evaluations of students' arguments; 4) Many pre-service teachers were able to distinguish between student responses that did and did not explain why a generalization was true; and 5) Pre-service teachers used their own knowledge to fill in "holes" in students' arguments which led to inappropriate evaluations of students' arguments and understanding. Implications for teacher preparation programs are discussed. Researchers have investigated people's ability to distinguish between logical and nonlogical arguments in a wide variety of contexts, including verbal syllogistic

format_quotePre-service teachers' evaluations of students' inductive arguments varied significantly, predominantly ignoring logical validity as a criterion.format_quote

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Ingenious attempts to develop self-regulated learning strategies with e-learning: Focusing on time-management skill and learning habit

The purpose of this research is to investigate effects of ingenious attempts for comprehensive su... more The purpose of this research is to investigate effects of ingenious attempts for comprehensive supports and facilitations to promote students' self-regulated learning strategies, especially time-management skill. The attempts from the perspectives of (1) course design and development, (2) course implementation and mentoring, (3) customization of LMS, and (4) collaborations among instructors and e-learning professionals were employed for e-learning course implementation in the spring semester, 2009. The results of 814 students indicate that students might gradually gain their learning habits and felt that making a learning plan was useful for their learning. The results and attempts for the research might be beneficial for administrators, educators, and researchers who are in charge of e-learning implementation aiming to help students develop their self-regulated learning strategies.

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Development and validation of a five-level developmental model for new graduate employees

SN Social Sciences

The aim of this research was to create a developmental model for new graduate employees according... more The aim of this research was to create a developmental model for new graduate employees according to improvements in their performance. The model’s scope covered the period when employees take part in apprenticeship training after graduation from college or university. The process of developing and validating the model referred to the International Board of Standards for Training, Performance, and Instruction’s competency development model as a framework and involved six steps. This research analyzed 111 freshly graduated recruits who had recently been hired by a leading travel company in Japan. The final model includes five apprenticeship levels, namely beginning, elementary, intermediate, advanced, and end of apprenticeship, with criteria for performance in planning and implementation. To validate the model, three transitions in the developmental levels over six months in 2017 and nine months in 2020 were examined using the model’s performance criteria. The results show that the t...

format_quoteJapan's high departure rate for new employees is 36.9% for high school graduates and 31.2% for undergraduates within three years.format_quote

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The Effects of Seat Location-based Teaching Assistant Support System on the Awareness of Self-Regulated Learning and Learning Performance

2019 IEEE International Conference on Engineering, Technology and Education (TALE)

This research aims to develop a seat location-based teaching assistant system in order to improve... more This research aims to develop a seat location-based teaching assistant system in order to improve self-regulated learning (SRL) awareness in face-to-face C programming classes. The awareness of SRL is one of the key factors for successful learning and strongly relates to learning motivation, attitude, learning strategies, and learning performance. From behavioral perspective, seat location is an important factor that indicates effects on learning performance and a student’s learning attitude. The seminal comparative evaluation was conducted in a C programming class for first-year university students, and the results indicated that these students gained significantly higher learning performance than non-system class students. However, no significant differences in the awareness of SRL were detected.

Synchronous Distance Learning for Improvement of Elementary School Teachers’ Motivation to Teach English

2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)

This study aimed to provide elementary school teachers practical lessons at their own individual ... more This study aimed to provide elementary school teachers practical lessons at their own individual English level. Given that such teachers are not trained to teach English and have had little English conversation practice. The teachers have anxiety about teaching English in a foreign language class. The training provided enhanced the teachers’ motivation to speak English, so they could willingly participate in it. Keller’s ARCS [1] model, which impacts learning motivation, was used to design, and develop the training and test the effectiveness of its implementation. The training included a “class meeting with ALTs” because communicating with ALTs is a serious matter. The results of the Course Interest Survey (CIS) of the four participants confirmed that they were highly motivated to participate and continue learning English. On the other hand, there was no change in the participants’ anxiety about speaking English.

Development of a Short-Form Learning Style Inventory for Automated Driving Safety Education

2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)

This research aimed to develop a short-form learning style inventory for automated driving safety... more This research aimed to develop a short-form learning style inventory for automated driving safety education targeting traffic users of various ages, genders, and demographic and educational backgrounds. Learning styles have been shown to have significant effects on safety education. Furthermore, learning styles are commonly applied for adaptive learning in technology-enhanced learning fields, and there is rising demand for simple, efficient ways to determine learning styles. The Index of Learning Style (ILS), which is based on the Felder-Silverman model, includes 44 dichotomous questions in four dimensions. The present research proposes a short form of the ILS with 12 questions, including three questions for each dimension, after cross-validation with another sample from the same target.

Design and Assessment of a Location-based Game to Support English Vocabulary Learning in University

Society for Information Technology & Teacher Education International Conference, Mar 5, 2017

In this study, we designed and assessed a location-based game called &quot; ItoScramble &... more In this study, we designed and assessed a location-based game called &quot; ItoScramble &quot; to support English vocabulary learning in university based on Krashen&#39;s input hypothesis. In recent years, the effectiveness of location-based learning environments and game-based learning in improving students&#39; motivation and performance have been proved through empirical research. When locations are connected with reality, a more authentic learning environment can be offered to improve learner motivation. On the other hand, Krashen&#39;s input hypothesis can help improve learners&#39; vocabulary learning by offering words that are slightly more advanced than their current level. In this paper, we assessed the effectiveness of the game by conducting a t-test. The results of the research demonstrated that a location-based game based on Krashen&#39;s input hypothesis could enhance learners&#39; motivation, and there seems to be a growing trend in learners&#39; performance in vocabulary learning.

Yoshiko Goda

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