Conclusions

The first conclusion is about Flipped classroom, because this model has the approval and support of university students and primary school students, though also highlights areas for improvement. This model is well adapted to students considered digital natives.

In the other dimensions studied, most of the responses also point to the Flipped Classroom is positively evaluated except the assessment where there are differences between answers of college students and students of primary.

Thus, this study corroborates the Flipped Classroom is an innovative educational model that involves changes in the five dimensions of teaching model and conforms to the needs of learning and communication with the limitations of the present study that some of the data are not yet collected at the moment.

References

Bergmann, J., & Sams, A. (2012). Flip your classroom: reach every student in every class every day.

Eugene, OR.; Alexandria, VA.: ISTE ; ASCD.

Castañeda, L. y Adell, J. (2013) Entornos personales de aprendizaje : claves para el ecosistema educativo en red. Alcoy: Marfil

Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., & Ludgate, H. (2013) NMC Horizon. Report: 2013 Higher Education Edition. Austin: The New Media Consortium.

López, J.C. (2002). Disponible en: http://www.eduteka.org/TaxonomiaBloomCuadro.php3

Platt, G. J. (2000) “Inverting the Classroom: A Gateway to Inclusive Learning Environments.” with Prof.

Maureen Lage and Prof. Mike Treglia. Journal of Economic Education, Winter 2000, Vol.31, No.1.

Prensky, M. (2001). Nativos Digitales, Inmigrantes Digitales. On the Horizon, 9(6), 1-7.

Siemens, G. (2008). About: Description of connectivism. Connectivism: A learning theory for today’s learner, website. http://www.connectivism.ca/about.html

Tourón, J.; Santiago, R.; Díez, A. (2014). The Flipped Classroom: Cómo convertir la escuela en un espacio de aprendizaje. Digital-Text.

DEVELOPMENT AND INNOVATION OF FREE ONLINE EDUCATION SYSTEM, "JMOOC" IN JAPAN

Kaori Ishibashi¹, Suguru Yanata² & Takao Nomakuchi²

1 Wakayama Shin-ai Junior and Senior High School (Japan)

2 Faculty of Economics, Wakayama University (Japan)

Abstract

Development and diffusion of ICT makes innovations in education. The free and publicly accessible online educational system called MOOC (Massive Open Online Courses) is one of them. Now, people can take free education course such as Harvard University, Stanford University and Massachusetts Institute of Technology (MIT) by utilizing platform for MOOC such as Coursera and edX . These systems enable people to take classes without entering to the university and school fee. At the same time, they also enable people to overcome educational inequality only by ICT tools such as PC or smart phone.

MOOC started in United States, and spread all over the world, for example Spain, China and Japan. In Japan, MOOC started as “JMOOC” (Japan Massive Open Online Courses), and top-level universities such as Tokyo University, Kyoto University and Kyushu University started free educational course.

This study aims to clarify tasks and essential points for development of MOOC considering that development of MOOC can enhance educational standards in the global society and can solve educational inequality. This study also picks up some reference cases for the latter countries and companies and examines about approaches and characters of JMOOC in Japan.

This study becomes clear as below.

・ Although JMOOC has gradually spread, the number of entering universities and companies are fewer than that in United States, and the system hasn’t been established completely yet.

・ Development of MOOC can enhance educational standards in global society and can solve educational inequality. That’s why academia – industry should support its development.

・ In United States, the 90% of participants stop taking lectures in the middle. The measures to take lectures continuously are needed, because this problem may happen in JMOOC too.

・ It is difficult to measure the learning effect in MOOC, which is the same problem to other online lectures.

・ Development of the business model is needed for continuous development of MOOC, but entering companies bear the cost now. Collaboration among industry, academia and government is important now as the dawn.

Keywords: Massive Online Course, Educational Innovation, Online Education, Educational Policy, Industry-Academia-Government Collaboration

1. Introduction

Development of technology has made civilized society rich and easy to live. And these days, development and diffusion of information communication technology(ICT) makes innovations in education. The free and publicly accessible online educational system called MOOC (Massive Open Online Courses) is one of them. MOOC started first in U.S. in 2012, and now, people can take free educational system such as Harvard University, Stanford University and Massachusetts Institute of Technology by utilizing MOOC’s ICT platform such as “Coursera” and “edX”. These systems enable people to take course without course expense and entering to the university. At the same time, they also enable people to overcome educational inequality only by ICT tools such as PC or smart phone. This is very important innovation in modern social education.

MOOC started in United States, and spread all over the world immediately, for example Spain, France, China and Japan. In Japan, MOOC started as JMOOC (Japan Massive Open Online Courses) in 2013, and top-level universities of Japan such as Tokyo University, Kyoto University and Kyushu

University started some courses. These days, local middle and small universities start to offer JMOOC some courses contracting with famous specialists in order to advertise their universities.

This study aims to clarify tasks and essential points for development of MOOC considering that development of MOOC can enhance educational standards in the global society and can solve educational inequality. This study also picks up some reference cases for the latter countries and companies and examines about approaches and characters of JMOOC in Japan.