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Relationship between Learning Consciousness and Performance in Blended and Online Learning with and without CMC-based Learner-Centered Communication
PROCEEDINGS

, Tokyo Institute of Technology, Japan ; , , , , Research Institute, Aoyama Gakuin University, Japan

Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study compares four types of classes (Blended learning with and without learner-centered CMC, Online learning with and without learner-centered CMC). We then investigated the effect of each class based on two points; one is self consciousness of learning, the other is other learners' consciousness of learning consciousness and motivation. The result showed that the learning type such as blended learning has a significant effect on learner-centered CMC. The correlation, on the other hand, was not confirmed between perceived learning consciousness and performance. It can be said that preparation for online learning and scheduled events such as test are important for continuous learning.

Citation

Yamada, M., Saito, Y., Horiuchi, Y., Gondo, T. & Tamaki, K. (2007). Relationship between Learning Consciousness and Performance in Blended and Online Learning with and without CMC-based Learner-Centered Communication. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 566-568). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 26, 2019 from .