Kumiko Aoki

An analysis of learning preferences and e-learning suitability for effective e-learning architecture

In this study, a questionnaire on learning preferences was administered to students who were enrolled in e-learning courses offered by the collaborative project among several higher education institutions and we extracted factors in learning preferences. A strong correlation between the factor loadings (the preference for asynchronous learning and the one for the use of ICT) and the adaptability to e-learning courses was found. As a result of multiple regression analyses, it was found that, to some extent, we could predict the students adaptability to an e-learning course by measuring his/her preferences for asynchronous learning and the use of ICT. Furthermore, based on these analyses, the paper discusses an effective e-learning system that offers learning courses and learning objects that are suitable for particular students.

Generations of Distance Education and Challenges of Distance Education Institutions in Japanese Higher Education

© 2012 Aoki, licensee InTech. This is an open access chapter distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Generations of Distance Education and Challenges of Distance Education Institutions in Japanese Higher Education

The challenges of ICT applications in distance higher education in Japan

Le Japon est un pays technologiquement avance, dont les institutions d’enseignement a distance doivent faire face a plusieurs defis. Les applications des technologies de l’information et de la communication (TIC) peuvent potentiellement transformer les pratiques educatives d’une approche centree sur l’enseignant a une approche centree sur l’apprenant. Toutefois, encore peu d’etablissements d’enseignement superieur au Japon ont developpe ce potentiel. L’enseignement a distance au Japon est regi differemment de l’enseignement au campus, et la majorite des programmes d’enseignement a distance fonctionne encore sur le mode de l’enseignement par correspondance, avec recours a la poste traditionnelle comme moyen de communication et d’instruction. Cet article vise a expliquer l’etat actuel du developpement des TIC dans l’enseignement superieur en se focalisant plus particulierement sur l’enseignement a distance, et sur ses defis presents.DOI:10.3166/DS.9.27-40