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Digital Trends among Japanese University Students: Podcasting and Wikis as Tools for Learning Article

, Aoyama Gakuin University, Japan

International Journal on E-Learning Volume 8, Number 4, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA


English education has entered a new era. Bonk (2008) boldly proclaims that “the World is Open” for learning. It is somewhat obvious that opportunities for learning have expanded with the emergence of Web 2.0 technologies. Now we can interact, participate, and collaborate on the Web in “a planetary community” attached to a traditional class. E-learning has become increasingly fruitful and lively. This study consists of two parts. First, it introduces the results of a survey investigating current technology trends among Japanese university students including their digital studying environment as well as their perceptions and experiences related to using podcasting and wikis. The survey was conducted in April, 2008 with 160 Japanese college students. Podcasting was studied since it provides a ubiquitous studying environment as well as authentic English listening and writing materials, while wikis can enhance students’ English writing ability through collaboration with peers, revising, and editing. The second part of this study introduces the survey results of students’ media consumption conducted in November, 2008 with forty-three Japanese college students. The findings can assist in the design and implementation of such technologies in language education.


Anzai, Y. (2009). Digital Trends among Japanese University Students: Podcasting and Wikis as Tools for Learning. International Journal on E-Learning, 8(4), 453-467. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 17, 2018 from .


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Cited By

  1. The Millennial Generation: Using Web 2.0 Technology to Support Meaningful Learning

    Albert Akyeampong, Ohio University, United States

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 3860–3863

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