Abstract
<p style="text-align:justify">Target subject is a module called ‘AI Technology’, which applied the ideas of blended learning. Firstly, lecture-style teaching was conducted with presentation slides in order to explain the contents of a textbook. Secondly, students were required to do exercises and quizzes. By using the last eight weeks, they were asked to create presentation slides outside a class to introduce the up-to-date topics on artificial intelligence. These slides were mutually evaluated among them so that they developed their own slides based on the feedback before the tenth week of the course for the second round of mutual evaluations. Questionnaires concerning students’ understanding technical terms of the field and consciousness-raising towards competence were also conducted before and after the programs. The learning effects of a module in ‘AI Technology’ are compared with my previous research outcome of the module, ‘Artificial Intelligence’. The reasons of difference between both modules are discussed. This paper reports their results.</p>
Highlights
Learning styles differ according to students, in other words, there is no perfect medium to fit all
Analyses Results Questionnaire surveys about the understanding of technical terms in the subject of AI technology and consciousness towards competence were conducted before and after the program. The former survey investigated whether students developed the knowledge in this field throughout the module whereas the latter aimed to identify the effects of their consciousness-raising after participating in the blended learning environment
By comparing the first round of mutual evaluations of presentation slides with the second round, learning effects of interactions among students and between the instructor and students were demonstrated
Summary
Learning styles differ according to students, in other words, there is no perfect medium to fit all. Applying multiple media in the classroom, allows supporting the various types of learning and to deepen students’ understanding contents (Adachi, 2007; Bersin, 2004; Bonk & Graham, 2006; Miyaji, 2009). Students take advantage of more opportunities to prepare and review the contents of modules on the websites. Such repeated learning allows them to firmly grasp what they learn in the classroom. It is possible for them to study the contents anytime they like after the class when they attended it and could not attend it
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