Authorship：Lead author   Language：Japanese   Publishing type：Research paper (conference, symposium, etc.)  

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (conference, symposium, etc.)  

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (conference, symposium, etc.)  

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (conference, symposium, etc.)  

Authorship：Lead author   Language：Japanese  

Authorship：Lead author   Language：Japanese  

Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

Language：Japanese   Publishing type：Research paper (scientific journal)  

Authorship：Lead author   Language：Japanese  

Authorship：Lead author   Language：Japanese  

Authorship：Lead author   Language：Japanese  

Language：Japanese   Publishing type：Research paper (scientific journal)  

Authorship：Lead author   Language：Japanese  

Authorship：Lead author   Language：Japanese  

Authorship：Lead author   Language：Japanese  

Authorship：Lead author   Language：Japanese  

Authorship：Lead author   Language：Japanese  

Authorship：Lead author   Language：Japanese  

本発表では、名古屋大学留学生センターが豊田市から委託を受けて行っている「とよた日本語学習支援システム」について紹介する。また、本システムにおけるe-ラーニングの位置づけを検討することで、地域の日本語教育支援においてe-ラーニングが果たす役割と可能性を考える。本システムは、地域コミュニティの維持・向上を図るため、豊田市内に在住あるいは在勤の外国人が円滑な日常生活を営むために最低限必要な日本語能力を習得することを支援する包括的なシステムである。具体的には、(1)教室開設支援、(2)人材育成、(3)能力判定などの活動が含まれている。(1)教室開設支援としては、地域コミュニティや企業のニーズに応じて、地域に密着し交流の要素を兼ね備えた日本語教室の開設・運営・改良の支援を行っている。(2)人材育成としては、個々の日本語教室の活動内容や運営を行う「プログラム・コーディネーター」、個々の日本語教室で同僚や近隣の外国人たちと交流することにより日本語学習を支援する「日本語パートナー」を募集・育成・派遣している。(3)能力判定としては、日本語教室、地域コミュニティ、企業のニーズに応じて、「とよた日本語能力判定試験」を実施し、外国人の日本語能力レベルを判定している。上記の活動に加えて、Web上で日常会話やひらがな等の文字、日常的な語彙を自律的に学習できるe-ラーニング教材を開発している。会話教材では、豊田市在住の外国人が日常で触れる機会が多いと考えられる市役所、病院、学校の3場面における会話が動画で見られ、関連する表現や語彙などが勉強できる。文字教材ではひらがな・カタカナの50音表に加え、履歴書の書き方やそこに出てくる語彙が勉強できる。地域の日本語学習におけるe-ラーニングの目的としては、(1)日本語教室に参加できない外国人が自宅で自律的に勉強できる教材を提供する、(2)地域で開催されている日本語教室等で利用できる教材を提供する、の2点が考えられる。(1)については、実際に地域の外国人に対してモニター調査を行い、開発した教材の有効性を確認し、調査の結果をふまえた改善も行っている。一方で、e-ラーニングは個人学習であるため、動機づけが高めにくく学習の持続が難しい問題も考えられる。(2)については、ひらがな50音表を印刷し教室活動で利用する等の活用が見られた。今後は、教室活動の実態と連動した教材の開発について検討していく必要がある。

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

Language：English   Publishing type：Research paper (scientific journal)  

Text-based communication, such as a mobile phone email, is the essential communication tool for Japanese youth. in this article, the authors conducted a paper-based survey in order to investigate what kind of patterns of emotional transmission are used when composing text-based messages to four kinds of emotional scenarios (e.g., joy, sadness, anger, and guilt). 91 first-year students at a Japanese university were given four scenarios each with three questionnaires for each scenario. The questionnaires addressed the emotions the participants experienced, the emotions the participants wanted to convey to their partners, and the emotions the participants anticipated their partners would experience. The relationships among the emotions experienced, conveyed, and anticipated were considered in determining the patterns of emotional transmission. according to the results, one pattern of emotional transmission was seen in joy and guilt scenarios, while two or more patterns of emotional transmission were seen in sad or angry scenarios. That is, when sadness or anger is involved, it is considered that emotional transmissions become more complicated leading to the use of more and different emotional transmission patterns.

Authorship：Lead author   Language：Japanese  

Language：English  

Language：Japanese  

Authorship：Lead author   Language：Japanese  

In this study, the easiness of emotions to transmit in the emotional strategies was analyzed by comparing the sender's evaluation with the receiver's evaluation of emotions in their emails. Results suggested that the difference appeared in the easiness of emotions to transmit in the situation of sadness and anger depending on the writer though it was easy to have transmitted in emotions in the situation of joy and guilt.

Language：Japanese  

This study examined the emotions senders of mobile
phone email wanted to convey and the email contents
relevant to emotional cues transmissions composed by
the senders. In particular, we focused on the influence
of the degree of intimacy between senders and
receivers. Main results include the tendency for the
participants to weaken the degree of anger they
communicated relative to the degree of anger they felt.
In contrast, emotions of guilt tended to be conveyed at
the same degree to which they were experienced.
Content analysis revealed of the message contents
showed that messages of guilt tended to be longer than
messages of expressing anger.

Language：Japanese  

Authorship：Lead author   Language：Japanese  

Language：Japanese  

The authors are conducing a research project in a part of the initiative promotion program on digitization of education which is sponsored by MEXT (Ministry of Education, Culture, Sports, Science and Technology) and is entrusted with JAVEA (Japan Audio-Visual Education Association).
This research project is aimed for expanding the use of ICT facilities and audio-visual materials on school coursework, which is through the collection and distribution of tangible teaching plans for effective use of ICT.
This paper reports the result of an attitude survey at pilot schools of the research project.
Teachers at eight elementary schools and two junior high schools in Japan have made a reply about their intentions regarding the use of ICT on school coursework.

Authorship：Lead author   Language：Japanese  

Authorship：Lead author   Language：English  

As a first step to barrier emotional troubles in educational computer-mediated communication such as e-learning using mobile devices or "m-learning", emotional strategies used in mobile phone email in response to four kinds of emotion evocation situation (joy, sadness, anger, and guilt) are explored. In this study, the emotional strategies in different social presence situations which the participants communicate to four kinds of partner on different socio- psychological distance (close friend, not close friend, close teacher, and not close teacher) are compared. From the results, one unified emotional strategy which the participants asked for sympathy to the partner was seen in situations concerning emotions of joy in all social presence situations. On the other hand, various emotional strategies which the participants intended to control the partners' emotions were seen in other emotion evocation situations depending on the social presence situations.

Authorship：Lead author   Language：Japanese  

Language：Japanese  

Language：Japanese  

Language：Japanese  

Language：English  

This paper describes the selection of media in emotional communications by Japanese college students, especially as they reveal gender differences. Sad and joy situations were prepared and participants could select from face-to-face (F2F), telephone, mobile phone email, PC email and letter as the means of communication. Familiarity with the recipient was used as a factor of communication. The main findings were the followings. To a familiar partner, participants tended to choose media based on an quick reply, sharing joy or sympathy at the time of communication. These decisions can be regarded as the emotional strategy in media selection. Participants wanted to convey their emotion to a familiar partner as soon as possible and as accurately as possible. On the other hand, it seemed that sharing of emotions was not desired to a unfamiliar recipient.

Language：English  

In this paper, the authors investigated what kind of emotional strategies are used when sending mobile phone email in response to four kinds of emotional scenarios (joy, sadness, anger, and guilt). Specifically, the relationships among the emotions which participants experienced, the emotions which the participants wanted to convey to their partners, and the emotions which the participants anticipate the partners will experience was considered in the emotional strategies. From the result, one emotional strategy was seen in situations concerning emotions of joy or guilt, while two or more emotional strategies were seen in the situations related to sadness or anger. That is, when sadness or anger is involved, it is considered that emotional transmissions become more complicated and it may lead to the use of different emotional strategies.

Authorship：Lead author   Language：Japanese  

Authorship：Lead author   Language：Japanese  

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)  

Language：Japanese  

Language：Japanese  

Authorship：Lead author   Language：Japanese  

Authorship：Lead author   Language：Japanese  

Authorship：Lead author   Language：English  

This paper describes social presence, the degree to which a person feel socially and emotionally connected, as an important factor for effective computer-mediated communication (CMC). In this study, effects of social presence to effective discussion on an online Bulletin Board System (BBS) were analyzed. Also factors which enhance social presence were investigated. An experimental discussion was conducted by using general time-series BBS. According to analysis of the content of the discussion logs and the result of pre and post questionnaires, the user which mainly used e-mail, one of personal CMC media, as his/her usual usage of the Internet, tended to perceive social presence in the experiment. It was also found that the social presence effected number of remarks, ratio of replies, and perceived effectiveness of the discussion.

Authorship：Lead author   Language：Japanese  

Authorship：Lead author   Language：Japanese  

Authorship：Lead author   Language：Japanese  

Authorship：Lead author   Language：English  

Social presence, the degree to which persons feel socially and emotionally connected, is an important factor for promoting Computer-Mediated Communication. Some interfaces to visualize non-verbal cues of social interactions within computer-mediated communication were proposed and later developed on a Bulletin Board System. These effects to enhance social presence and to promote communication were examined by analyzing the content of the discussion logs. The results suggested that the visualizations enhance social presence, and that the social presence promotes subsequent messages.

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)  

This study concerns one of a feature of a blackboard, so-called "effects of collecting learners' glances". Because learners in a whole lecture see a blackboard in concert, they will sense other learners' social presences, and they will feel positive for affective learning. In this study, this effect was examined by conducting experimental lectures by using information sharing on an interactive blackboard. Eight conditions of the lectures were set by combinations of following three factors; blackboard factor (exist an interactive blackboard or not); teacher factor (exist a role of teacher or not); lecture-style factor (individual or collaborative). Questionnaires for learners after the each lecture were compared and tested by analysis of valiance (ANOVE) and covariance structure analysis. DV records of the lectures were also analyzed. Results revealed the learners evaluated significantly high social presences in the lecture by using an interactive blackboard. Seeing the blackboard predicted a social presence, and social presence predicted an affective learning.

Authorship：Lead author   Language：Japanese  

Authorship：Lead author   Language：English  

In this study, a social presence theory was examined to evaluate effectiveness of visualizing social interactions within computer mediated communication (CMC). The following three Bulletin Board Systems (BBS) were compared to investigate the relationship between visualizing interaction and enhancing the social presence of the user: a "time-series BBS" which displays writings in time-series; a "tree BBS" which displays relations between writings as a two dimensional tree structure; and a "special visualization system" in which the relation between writings is displayed as a three dimensional tree structure, and the learner's impression and popularity of a writing and the communication flow are visualized using color variations on a writing display. The results revealed significantly different social presence between the three systems, and suggest that the visualization of interaction might be a non-verbal cue to enhance social presence within the CMC context.

Language：English  

This paper describes an online handwriting correction system and also explains about the survey conducted on the utilization of the system to correct Japanese compositions. From the result, we conclude that teachers find the digital pen-based system helpful and they are also interested in using it in their future lectures. The system, however, still have many problems in terms of its utilization, which need to be resolved. We look forward to using this system to support teachers at work as well as to improve the performance of students.

Authorship：Lead author   Language：Japanese  

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)  

This paper describes development and evaluation of an interactive blackboard software collecting and displaying students' real-time feedback in class. Lack of interaction between teachers and students is one of the serious educational problems in Japan. In addition, an interactive blackboard is often used as a teaching tool to support a teacher's presentation by means of a computerization of traditional "blackboard" concepts. This study aims to provide students and a teacher with the means to interact with each other in real time in a variety of ways. Some of the "blackboard" concepts were used to develop interactive blackboard software that allowed students to issue real time feedback, comments, ideas and suggestions using either a web browser or a cellular phone. Feedback is displayed on a screen of the blackboard. A class was conducted to evaluate effectiveness of the system. Results revealed almost a student evaluated that the feedback functions were effective and the class was interactive when compared with a traditional class.

Authorship：Lead author   Language：Japanese  

Authorship：Lead author   Language：English  

This study is concerned about how teachers can enhance interactivity during face-to-face lectures. Toward this objective, the authors have developed a teaching tool which allows learners to send feedback during a lecture and displays the feedback, in real-time, on a projected screen (herein referred to as a "blackboard") (Sato et al. 2002). In this paper, the "Board Mediated Communication" (BMC) method is proposed as a critical feature of the tool to promote interactions both of a teacher-to-learner and learner-to-learner nature via the blackboard. Experiments were conducted to provide learners and teachers with a means to interact with each other and later evaluated. Results reveal that a teacher's questions ("scaffolding") of learners to promote feedback was an important factor in enhancing interactivity and improving BMC of typical quiet learners, by using the tool.

Authorship：Lead author   Language：Japanese  

Authorship：Lead author   Language：English  

This paper explores the issues surrounding the use of an interactive blackboard as a teaching tool. A conceptual computerized learning environment termed "i-room" is proposed as a future technology deliverable, its objective being to provide students and teacher with the means to interact with each other in real time in a variety of ways. Some of the concepts within the "i-room" were used to develop an interactive blackboard that allowed subjects to issue real time feedback, comments, ideas and suggestions using either a web browser or a cellular phone. A class was conducted to evaluate effectiveness of the system. Results revealed almost a student evaluated the feedback functions was effective and the class was interactive when compared with a traditional class. But subject feedback suggests that there are a number of problems associated with the implementation of an interactive blackboard namely the real time feedback causes confusion and that the covert nature of sending feedback may result in improper use.

Authorship：Lead author   Language：Japanese  

Authorship：Lead author   Language：Japanese  

Authorship：Lead author   Language：English  

Today, many electronic Bulletin Board Systems (BBS) are established on the Internet and have been used in many researches of Computer Supported Collaborative Learning (CSCL). And then, in this study, (1) the authors picked up and identified necessary functions and interfaces to exchange ideas. And then (2) the authors developed and evaluated a new electronic Bulletin Board System including the functions and the interfaces described above. In part (1), the authors carried out a research using standard Bulletin Board System displaying time-series. Accordingly, it was identified the necessity for displaying the relation between writings and visualizing user's impression and popularity of the writing. In part (2), the authors developed a system based on the above results. This system displays the writing connection using 3D-tree-structure. In addition, it can visualize the user's impression and popularity using color variation. Then the authors carried out an experiment for the evaluation of this system. It was cleared that visualizing interactions are effective in interchanging ideas. But there is room for improvement in the method of visualizing and user-friendly operationally of this system.

Authorship：Lead author   Language：Japanese  

名古屋大学留学生センター日本語教育メディア・システム開発部門（JEMS）と共同開発
河南勝・畝田谷桂子（鹿児島大学）と共同開発

石崎俊子, 佐藤弘毅（著）