Online course tools such as WebCT or Manaba+R are popularly used in university classes and enhance learners’ understanding of their course contents. In addition, teachers try to utilise these online course tools for their students such as giving their students online discussions, provide students additional materials and so forth. However, based on the authors’ observation of students, students often do not see these additional materials and messages on Manaba+R. The authors encourage their students to use it and, in fact, they put a lot of additional materials of the course or useful messages for their students on Manaba+R. The aims of this study are here. Firstly, this study investigates what extent students actually use Manaba+R through the semester. Secondly, it tries to find suggestions of how teachers can promote their students to maximize making use of Manaba+R. Thirdly, it examines whether there is any relationship between frequent use of Manaba+R and students’ level of English. In order to collect the data for this study, the authors are going to count numbers of access to Manaba+R by their students (in progress). Moreover, questionnaires will be conducted in the end of the semester in order to discover reasons why students use or did not use Manaba+R through the semester (in progress). Quantitative analysis is used for coding numbers of access to Manaba+R and qualitative analysis is used for analysing questionnaires in this study. In the conference, results and discussions of the results will be presented.
Yoshihiko Yamamoto, Ritsumeikan University, Japan
Akinori Usami, Ritsumeikan University, Japan
Stream: Education and Technology: Teaching
This paper is part of the ACSET2014 Conference Proceedings (View)
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