4:15 PM - 4:30 PM
[G02-08] Classes with outside lecturers using Zoom and their evaluation
Keywords:Zoom, distance learning
1 Background and Purpose of the Study
In the field of geoscience, distance learning has been actively conducted using online conferencing systems to connect a classroom with an instructor's classroom. For example, Kawamura et al. (2011) reported on the usefulness of remote learning from the scientific drilling vessel JOIDES RESOLUTION. However, the online conferencing system at that time made it difficult to conduct remote classes, partly due to communication speed issues and application operation difficulties.
On the other hand, in recent years, with the spread of the new coronavirus, online conferencing systems such as Zoom have become widely used in educational settings. Furthermore, the GIGA school concept has dramatically improved the communication environment at schools. With these changes in the school environment, it is now possible to conduct remote classes in a more flexible format than before. However, there has not been sufficient accumulation of practice to determine what kind of remote learning is possible in these new environments.
Therefore, the purpose of this study was twofold: first, to develop a distance learning method using Zoom in the current school environment, and second, to verify what students focus on in the distance learning experience.
2 Class Practice
The class practice was conducted with 240 students in six classes of third-year junior high school boys in the Kanto region. Ms. Yukari Kido of JAMSTEC was invited as the lecturer, and remote classes were held one by one using Zoom. Yukari Kido participated from JAMSTEC and the students from their school PC rooms. Note that each student operated one PC at a time and was able to ask questions using Zoom's chat function.
3 Analysis Method
The students' post-questionnaire was used for the analysis. The post-questionnaire included the item "Please tell us what was memorable about the content of the online lecture. Responses were tabulated using Google Forms. The results obtained were subjected to text analysis using KHCoder.
4 Results and Discussion
Textual analysis was performed on the descriptions obtained from the 184 respondents whose answers were not incomplete. The total number of extracted words was 1649 and the number of different words was 588. The frequency of extracted words showed that words such as survey, seafloor, dig, and ship were frequent. These results suggest that the students were impressed with items related to seafloor surveys, and that the objectives of this teleclass were achieved. A hierarchical cluster analysis was conducted on the extracted words. The minimum number of occurrences was set to 5, and the number of clusters was set to 5 based on the level of merging. looking at each of the five clusters, cluster 1 suggested an interest in research on the earth. Cluster 2 indicated an impression of the act of drilling into the seafloor with a drill. Cluster 3 suggested an appreciation for borings of the seafloor. Cluster 4 included words such as earthquake, suggesting that the respondents appreciated the fact that offshore drilling could reveal the cause of earthquakes. Cluster 5 contains the word surprised, suggesting surprise at the act of offshore drilling. These suggest that students had diverse impressions of the content related to offshore drilling as a result of taking the distance classes.
Of the 184 students, 69 students used chat to ask questions during the lecture, suggesting that questions were raised more actively than in a regular lecture. In this teaching practice, the use of Zoom enabled remote teaching for each class, and it is thought that this environment also induced students' questioning behavior.
Dr. Yukari Kido of JAMSTEC cooperated in the implementation of the class.
Part of this research was also supported by a grant from the Chuden Education Promotion Foundation.
In the field of geoscience, distance learning has been actively conducted using online conferencing systems to connect a classroom with an instructor's classroom. For example, Kawamura et al. (2011) reported on the usefulness of remote learning from the scientific drilling vessel JOIDES RESOLUTION. However, the online conferencing system at that time made it difficult to conduct remote classes, partly due to communication speed issues and application operation difficulties.
On the other hand, in recent years, with the spread of the new coronavirus, online conferencing systems such as Zoom have become widely used in educational settings. Furthermore, the GIGA school concept has dramatically improved the communication environment at schools. With these changes in the school environment, it is now possible to conduct remote classes in a more flexible format than before. However, there has not been sufficient accumulation of practice to determine what kind of remote learning is possible in these new environments.
Therefore, the purpose of this study was twofold: first, to develop a distance learning method using Zoom in the current school environment, and second, to verify what students focus on in the distance learning experience.
2 Class Practice
The class practice was conducted with 240 students in six classes of third-year junior high school boys in the Kanto region. Ms. Yukari Kido of JAMSTEC was invited as the lecturer, and remote classes were held one by one using Zoom. Yukari Kido participated from JAMSTEC and the students from their school PC rooms. Note that each student operated one PC at a time and was able to ask questions using Zoom's chat function.
3 Analysis Method
The students' post-questionnaire was used for the analysis. The post-questionnaire included the item "Please tell us what was memorable about the content of the online lecture. Responses were tabulated using Google Forms. The results obtained were subjected to text analysis using KHCoder.
4 Results and Discussion
Textual analysis was performed on the descriptions obtained from the 184 respondents whose answers were not incomplete. The total number of extracted words was 1649 and the number of different words was 588. The frequency of extracted words showed that words such as survey, seafloor, dig, and ship were frequent. These results suggest that the students were impressed with items related to seafloor surveys, and that the objectives of this teleclass were achieved. A hierarchical cluster analysis was conducted on the extracted words. The minimum number of occurrences was set to 5, and the number of clusters was set to 5 based on the level of merging. looking at each of the five clusters, cluster 1 suggested an interest in research on the earth. Cluster 2 indicated an impression of the act of drilling into the seafloor with a drill. Cluster 3 suggested an appreciation for borings of the seafloor. Cluster 4 included words such as earthquake, suggesting that the respondents appreciated the fact that offshore drilling could reveal the cause of earthquakes. Cluster 5 contains the word surprised, suggesting surprise at the act of offshore drilling. These suggest that students had diverse impressions of the content related to offshore drilling as a result of taking the distance classes.
Of the 184 students, 69 students used chat to ask questions during the lecture, suggesting that questions were raised more actively than in a regular lecture. In this teaching practice, the use of Zoom enabled remote teaching for each class, and it is thought that this environment also induced students' questioning behavior.
Dr. Yukari Kido of JAMSTEC cooperated in the implementation of the class.
Part of this research was also supported by a grant from the Chuden Education Promotion Foundation.