Douglass J. Scott

Seleção de ICT na comunicação emocional para estudantes japoneses: focando as estratégias emocionais e diferenças de gêneros

Este artigo descreve a selecao de midia nas comunicacoes emocionais por estudantes universitarios japoneses, especialmente como eles revelam diferencas de generos. Situacoes agradaveis e desagradaveis foram preparadas e os participantes puderam selecionar: face-a-face (F2F), telefone, e-mail de celular, e-mail de PC e carta como meios de comunicacao. Alguns resultados sao apontados no campo do ICT (Information and Communications Technology). A familiaridade com os receptores foi usada como um fator de comunicacao. Para as pessoas familiarizadas, os participantes tenderam escolher a midia baseada na rapidez da replica compartilhando alegrias ou simpatia no momento da comunicacao. Tais decisoes podem ser vistas como uma estrategia emocional na selecao da midia. Participantes quiseram expor suas emocoes para as pessoas familiarizadas o quanto antes e o mais zelosamente possivel. De outro lado, pareceu que repartir emocoes nao foi algo desejado em relacao as receptores nao familiarizados.

E-Learning Practice and Experience at Waseda E-School: Japan's First Undergraduate Degree-Awarding Online Program

In 2003, the School of Human Sciences, Waseda University, Japan, established the e-School, Japan’s first complete undergraduate correspondence courses enabling students to acquire their bachelor degrees solely through e-learning. Supported by the widespread availability of high-speed Internet connections, it has become possible to transmit videotaped lectures with an image quality close to that of television, not only throughout Japan, but also throughout the world at affordable rates. In addition, the lecture contents are transmitted in an image quality that allows students to easily read what is written on the blackboard. Waseda’s e-School has many features that contribute to its success. Among these are the coupling of online and on-campus courses enhancing the educational experience of all students. In addition, online courses are relatively small—most courses are capped at 30 students—and new courses are created to respond to students’ needs and interests. This article outlines the e-School’s curriculum, management structure, and system and reports on the current status of the courses by analyzing the results of a questionnaire survey conducted after one year from their establishment and the state of credits registered and earned by students. [Article copies are available for purchase from InfoSci-on-Demand.com]