Abstract
This paper outlines the research conducted for the purpose of examining the efficacy of data-driven learning (DDL) tasks and semi-structured interviews implemented in the Japanese tertiary education. Specifically, the attitudes of students, divided into three proficiency levels, towards the tasks in a hybrid language learning course were analyzed. A brief background of this study is provided, followed by the description of DDL in a Japanese educational setting. Then the aims and the results of the present study are explained. The findings suggest that student perceptions of DDL tasks differs significantly according to several major factors, such as an ability to reflect upon their previous learning experiences and differentiate between the benefits and drawbacks of the task. It can be concluded that interviews are effective tools for the instructor to provide different types of students with different instructions for successful implementation of DDL in hybrid learning environments.
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Hirata, Y., Hirata, Y. (2013). Data-Driven Learning and Learner Interviews in a Japanese Context. In: Cheung, S.K.S., Fong, J., Fong, W., Wang, F.L., Kwok, L.F. (eds) Hybrid Learning and Continuing Education. ICHL 2013. Lecture Notes in Computer Science, vol 8038. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-39750-9_12
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DOI: https://doi.org/10.1007/978-3-642-39750-9_12
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