Thailand:

National Science and Technology Development Agency (NSTDA)

Asian Institute of Technology (AIT)

King Mongkut's Institute of Technology Ladkrabang (KMITL)

Japan:

Tokyo Institute of Technology (Tokyo Tech)

Supported by:

Hitachi Electronics Services Co., Ltd.

Abstract

The Tokyo Institute of Technology provided four lectures for the Asian Institute of Technology (AIT) and King Mongkut's Institute of Technology Ladkrabang (KMITL), Bangkok, Thailand. In this project, three experiments were conducted to develop a procedure to produce learning contents and to examine the effective use of SCORM based log data.

The Experiments

The Tokyo Institute of Technology had been providing lectures for AIT and KMITL (lectures were credited in both institute) simultaneously through satellite. With this synchronous distance learning environment, three experiments were conducted with the following objectives:

1. Develop procedure to produce SCORM-based asynchronous learning content.
2. Examine validity of SCORM based data description for asynchronous learning and exercise.
3. Examine the effectiveness of learning support on CSCL for asynchronous learning.

Experiment 1
A tool that generates asynchronous learning contents from synchronous lectures was developed. This tool divides lecture contents (sound, video, and PowerPoint presentations) into SCOs, and generates essay-type exercises by using keywords from the PPT presentations. This procedure was applied to 66 hours of four lectures, and the time it took to produce the material was measured.

Experiment 2
For this experiment, 309 hours of SCORM-based learners' log data during asynchronous learning was collected. To help lecturers and teaching assistants to analyze learners' learning process, a tool to view the data was also developed.

Experiment 3
SCORM-based log data was revised to examine the right time to provide mentor support for the learners. In addition, recording format of communication log data including e-mail, bulletin board and chat messages was established, and its effective use was pursued.

Outcome

Experiment 1
Compared to the conventional method in producing the learning content, time required in producing the content was reduced to 45% by using the generating tool. The method was evaluated positively by most lecturers and learners. However, there is a need for an improvement in generating essay-type exercises; an environment that accepts answers in mathematical expressions, for example, is required.

Experiment 2
This experiment proved that tracking learners' learning behavior is possible by using SCORM-based log data, together with related information regarding the material structure and the expected amount of learning time. It also presented a need to take the habit of the individual into consideration when analyzing the learners' behavior.

Experiment 3
Mentoring to the groups was effective, but proper timing for individual mentoring was not found. A standard must be created in using the information regarding the learning progress of the individual. There is also a need for the mentors to be trained in supporting the learners. The effective use of communication log data was not found.

Based on the information acquired from these experiments, Tokyo Tech aims to improve the asynchronous learning system, explore how the learning log data can be used effectively, and establish the methods in training the mentors.
In 2003, Tokyo Tech will examine the following:

1. Study the effective blending of synchronous and asynchronous learning.
2. Examine whether asynchronous learning alone can work effectively.