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How Did Students Perceive Pre-recorded Online English Classes?
https://doi.org/10.34447/00001000
https://doi.org/10.34447/000010000df83c0f-6864-4c94-9ef8-33229897e8b5
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
kiyo27_6-16 (356.5 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||
|---|---|---|---|---|---|---|---|---|
| 公開日 | 2023-03-10 | |||||||
| タイトル | ||||||||
| タイトル | How Did Students Perceive Pre-recorded Online English Classes? | |||||||
| 言語 | en | |||||||
| 言語 | ||||||||
| 言語 | eng | |||||||
| キーワード | ||||||||
| 主題 | in-person class, Moodle, pre-recorded online class, student evaluation | |||||||
| 資源タイプ | ||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||
| 資源タイプ | departmental bulletin paper | |||||||
| ID登録 | ||||||||
| ID登録 | 10.34447/00001000 | |||||||
| ID登録タイプ | JaLC | |||||||
| 著者 |
小湊, 彩子
× 小湊, 彩子
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| 抄録 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | This study aims to investigate how the students at Niigata Institute of Technology perceived pre-recorded online English classes during the COVID-19 pandemic. Sixty-one first-year students in 2020 and 46 first-year students in 2021 were asked to address both advantages and disadvantages that they recognized while taking the pre-recorded classes. The results suggest that this teaching method helped the students improve their self-regulated learning while they experienced a difficulty of asking questions. Comparison of the student evaluations from 2019 to 2021 shows that pre-recorded classes got a higher evaluation than in-person classes. This paper also discusses some pedagogical implications regarding the effective use of the pre-recorded method. | |||||||
| 書誌情報 |
新潟工科大学研究紀要 巻 27, p. 6-16, 発行日 2023-03 |
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| ISSN | ||||||||
| 収録物識別子タイプ | ISSN | |||||||
| 収録物識別子 | 1342-792X | |||||||
| 書誌レコードID | ||||||||
| 収録物識別子タイプ | NCID | |||||||
| 収録物識別子 | AN10590360 | |||||||
| 著者版フラグ | ||||||||
| 出版タイプ | VoR | |||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||
| 出版者 | ||||||||
| 出版者 | 新潟工科大学 | |||||||
