Shikoku University (JAPAN)
About this paper:
Appears in: INTED2021 Proceedings
Publication year: 2021
Pages: 5307-5312
ISBN: 978-84-09-27666-0
ISSN: 2340-1079
doi: 10.21125/inted.2021.1087
Conference name: 15th International Technology, Education and Development Conference
Dates: 8-9 March, 2021
Location: Online Conference
We are facing the serious situation of the COVID-19, the way and method of teaching and learning of universities and colleges is changed, drastically. This concern is caused by clearing that smooth implementation of a face-to-face learning is difficult. There are many studies concerning remote, online and blended learning. In this situation, teachers should conduct a unique and effective program concerning experimental learning based on these real research achievement. These contains should require that they provide an effective and attractive ones. Now we should understand that it is different between ta well-planned blended learning and emergency one. On the situation of the COVID-19, teachers are required to conduct an emergency blended teaching.

The aim of this study is to clarify a difference between education effects of face-to-face and of blended learning on a practical lesson concerning making movie images with using some special equipment. We find improvement methods of blended learning on experimental learning from this result. This result can also be applied to another teaching method on learning for technology acquisition of using some equipment.

Learners have experiences as follows in this practical lesson. First, the learners learn a way of shooting procedure. Second, they learn a way of edit. Third, they suggest a scenario and proposal. Forth, they make a moving image (which is included in shooting and edit). Fifth, the moving images which are created by the learners are criticized by teachers and learning members. Concerning this lesson, a difference between education effects of face-to-face and of blended learning is clarified. From the result, we propose a utilization method which can use when teachers consider and plan experimental learning. We used surveys on the learners with and without this lesson. Through the results of the surveys and interviews, we qualitatively understand the effect of education on the learners. In addition, by using the rubric method, we quantitatively measured the degree to which the learners understood the problems and propose solution. The answer data of blended learning in 2020 and the data of exactly face-to-face in 2019 are used. In order to clarify an evaluation of emergency blended learning, we analyze an effect of education based on comparisons with learners and teachers in both case.

From the result, it is clarified that there is little difference between learners’ learning achievement evaluation of face-to-face and emergency blended learning in this lesson. This lesson conducted in reflection of opinions from the learners who participated in the online learning each time. From the result, it is shown that it has a certain effects of blended learning on a practical lesson concerning making movie images. We should discuss teaching methods using ICT in order to improve learners’ satisfaction and effects of education.
Remote learning, Face-to-face learning, Blended learning, Experimental learning, Moving images.