Topics【Trends】Current Trends in Education Utilizing ICT

Media-Facilitated Classroom

【Trends】No.15 Published on March 9, 2020.

Did you ever know that a ministry ordinance was issued in 2001 regarding the use of media in the classroom?
In recent years, growing attention has been paid to the effective use of media in the classroom in overseas universities. Likewise, the number of classes that embrace media and ICT in Japan has been on the rise. Nevertheless, what this emerging teaching approach does in what way remains not so clear to us at this stage.
"Can I use ICT for my class even when I'm out on a business trip?" "I heard the professor next to my laboratory taught his class even though he didn't go to the classroom!" "Is it true that you could complete a master's degree without attending classes?"
To answer these questions raised by faculty members, this article dives deep into the impact of the educational use of media in the classroom and showcases actual teaching practices from Japanese universities.

1. "To what extent is the use of media in the classroom approved under the Standards for Establishment of Universities?"


(1) Requirements for the "Media-Facilitated Classroom"

The current Standards for Establishment of Universities stipulates that universities should abide by either one of the following conditions to teach media-facilitated classes (click the red-colored parts to access the original texts).

[Standards for Establishment of Universities, Article 25, Clauses 1 and 2]    

Clause 1: Classes shall be conducted using any one of the methods of lectures, seminars, experiments, practical training, or skills practice or a combination thereof.
Clause 2: A university may have its students take classes as set forth in the preceding paragraph at places other than a classroom where said classes are conducted, by using various types of media in a highly advanced manner, as specified separately by the Minister of Education, Culture, Sports, Science and Technology.



[A partial revision of Ministry of Education, Culture, Sports, Science and Technology Notification No. 51 issued in 2001 (regarding the types of classes that a university approves its students to take in reference to the Standards for Establishment of Universities, Article 25, Clause 2 (Ministry of Education, Culture, Sports, Science and Technology Notification No. 114 issued in 2007)]    

Approved types of media-facilitated classes include ones that integrate diverse information such as letters, audio, images, and videos by utilizing multiple media channels in a highly advanced manner through communication satellites, fiber-optics, or technologies of the kind; ones that satisfy one of the requirements specified below; and ones whose educational impacts are proven to be equal to that of the face-to-face classroom as stipulated in the Standards for Establishment of Universities, Article 25, Clause 1.
1. A university may have its students take media-facilitated classes which are held in a concurrent and interactive manner, in places other than the classroom where the said classes are taught, or, laboratories and any places of the kind (for credit-bearing courses stipulated under the Standards for Establishment of Universities, Article 31, Clause 1, places such as a meeting room at a workplace or in a home-like environment are valid. These places are hereafter referred to as "places other than the classroom").
2. In conducting media-facilitated classes, sufficient follow-up support, including giving explanations to problems, checking assignments, and answering questions, should be extended either by teaching assistants who meet students in places other than the classroom, or by teachers or teaching assistants who make themselves available right after the class hour through proper methods such as the Internet. Also, students should be given enough opportunities to exchange comments and opinions about the said classes.



A university may have its students take media-facilitated classes which are held in a concurrent and interactive manner, taken in places other than the classroom where the said classes are taught, or laboratories and any places of the kind (the rest of the paragraph abbreviated).

In conducting media-facilitated classes, sufficient follow-up support, including giving explanations to problems, checking assignments, and answering questions, should be extended either by teaching assistants who meet students in places other than the classroom, or by teachers or teaching assistants who make themselves available right after the class hour through proper methods such as the Internet. Also, students should be given enough opportunities to exchange comments and opinions about the said classes.

Class Type 1: Classes held in real-time, with the use of media that transmit video and audio among remote sites.
This class type includes those aided by ICT, such as videoconferencing systems, Skype, and ZOOM, and should be taught remotely in a "concurrent" and "interactive" manner. The definition of classrooms that can be used for this type of classes refers to "places other than the classroom where the said classes are taught, or laboratories and any places of the kind" such as university classrooms, Learning Commons located in a university library, and meeting rooms.

Class Type 2: Classes in which lectures are given with the use of media, and subsequently, teachers receive feedback and comments from the students and answer their questions.
This type of classes can be held on MOOC, SPOC, etc., and a combined use of YouTube and LMS, or e-mail.

The number of hours for learning and class hours
The same principles of credit hours as those of face-to-face classrooms apply to media-facilitated classrooms. *

  • One credit shall be organized to contain contents that require 45-hour learning.
  • For lectures and seminars, one credit shall consist of classes conducted for a number of hours determined by a university between 15 hours and 30 hours.

* [Standards for Establishment of Universities, Article 21, Clause 2]
Clause 2: When determining the number of credits set forth in the preceding paragraph, a class subject for one credit shall normally be organized to contain contents that require 45-hour learning, and the number of credits shall be calculated based on the following standards, in light of the educational effects of said class and required learning other than that during class hours, in accordance with class methods:
(i) regarding lectures and seminar, one credit shall consist of classes conducted for a number of hours determined by a university between 15 hours and 30 hours;
(ii) regarding experiments, practical training, and skills practice, one credit shall consist of classes conducted for a number of hours determined by a university between 30 hours and 45 hours; provided, however, that regarding skills practice classes tutoring in the artistic fields, one credit shall consist of classes conducted for a number of hours determined by a university; and
(iii) when using two or more methods out of either lectures, seminar, experiments, practical training, and skills practice for one class subject, one credit shall consist of classes conducted for a number of hours determined by a university in light of the standards prescribed in the preceding two items, in accordance with the combination of such methods.

(2) To what extent is the use of media in the classroom approved? ~ Four case scenarios ~

Now, let's imagine what kind of cases would take place. Do you think the following 4 cases satisfy the requirements of classes as a media-aided classroom?

Case 1:
Last year, my classes were video-shot as OCW. On my next business trip, I will ask my TA to show the videos during the class hour, and have it counted as one class meeting. Then I don't need to arrange a makeup class, do I?

Answer and Commentary 1:    

      No, it doesn't satisfy the requirements.
This case is in reference to Class Type 2. For a media-facilitated class to substitute as a face-to-face class, the teacher should provide not only video lectures but also follow-up support like responding to student feedback, questions, and comments.

Case 2:
One of my students who gave birth to a baby recently wants to participate in my class from home. If my class is connected to the student's home through ZOOM, a videoconferencing solution system, she can virtually attend my class. I should arrange settings so that the connection goes smoothly.

Answer and Commentary 2:    

      Yes, it satisfies the requirements.
This case applies to Class Type 1, a remote class that takes place in a "concurrent" and "interactive" manner. Under the Standards for Establishment of Universities, students can attend classes from remote locations; in the same manner, teachers can teach remotely from the classroom.

Case 3:
I have created YouTube videos of my own lectures, by referring to other teacher's videos exclusively prepared for his flipped classroom. I'm confident that my YouTube videos are much easier to follow than my actual class. In my next class, I will show the videos to my students, and count it as one class.

Answer and Commentary 3:    

      No, it doesn't satisfy the requirements.
This case is in reference to Class Type 2. Teachers can use the video contents that they create by themselves in class time, but just like Case 1, simply showing lecture videos in class is not considered as a valid media-facilitated class.

Case 4:
I have found a YouTube video that well summarizes the learning contents of my next class. I will be on a business trip next time, so I will ask my students to watch the video in advance, and will have my TA substitute for my absence and lead in-class exercises on my behalf. I guess my TA can handle basic questions, but if he receives any questions or comments that are hard to answer, I will follow up upon my return from the trip.

Answer and Commentary 4:    

      Yes, it satisfies the requirements.
This is one example of Class Type 2: in the case where teachers use educational materials created by others, if "sufficient follow-up support" is ensured by teachers or teaching assistants, the media-facilitated class meets the requirements set by the Standards for Establishment of Universities.

(3) The maximum number of credits to be acquired through "Media-Facilitated Classroom"

The maximum number of credits required for graduation that can be acquired through media-facilitated classes is defined as follows.


  • Undergraduate programs (full-time schooling): Up to 60 credits out of the 124 credits or more to be acquired as graduation requirements**
  • Undergraduate programs (correspondence schooling): All 124 credits or more to be acquired as graduation requirements
  • Graduate programs: All 30 credits to be acquired as completion requirements/li>

** "The partial revision of School Education Act" notified on March 31, 1999, increased the maximum number of credits to be acquired through media-facilitated classes from 30 to 60 credits (Standards for Establishment of Universities, Article 32, Clause 5).

[Standards for Establishment of Universities, Article 32, Clauses 1 and 5]    

Clause 1: Graduation requirements shall be to study at a university for four years or longer and acquire 124 credits or more.
Clause 5: Out of the 124 credits to be acquired as graduation requirements pursuant to the provision of clause 1, the number of credits which are acquired in the class methods set forth in Article 25, clause 2 shall not exceed 60 credits.



2. On-demand lessons having been practiced from more than ten years ago

At Waseda University, "on-demand lessons" have been practiced as a form of the media-facilitated classroom for more than ten years. Their on-demand lessons are categorized into two formats: full on-demand lessons and combined use of on-demand lessons.

Full on-demand lessons are offered on an on-demand basis, with no designated lesson day or period (excluding orientations and examinations). Students can take these lessons at a convenient time and place.

The combined use of on-demand lessons is an integrated form of face-to-face classroom lessons and on-demand lessons, which take turns and are offered every other week, respectively.

Waseda University's on-demand lessons have been practiced since 2001.
Upon implementing lessons, Center for Teaching, Learning and Technology, at Center for Higher Education Studies of Waseda University has been playing a leading role since 2014.
As of 2012, full on-demand lessons of 131 subjects are offered, and a total of 26,463 students have taken the lessons. The combined use of on-demand lessons covers 308 subjects, with a total of 15,879 students taking the lessons (Mori, 2014).

References:
- Website of Center for Teaching, Learning and Technology (CTLT), Center for Higher Education Studies, Waseda University
- Hiroki Mori (Waseda University, Center for Higher Education Studies), 2014, "Introduction of 'Waseda Course Channel,' an open platform for teaching and learning."
- Criteria of the media-facilitated classroom at Waseda University (click the red-colored parts to access the original texts).

Criteria of the media-facilitated classroom at Waseda University    

Lessons offered at Waseda University that satisfy the following three criteria shall be deemed to possess the equivalent educational impact of a classroom lesson (face-to-face lesson) and shall be treated as the equivalent of one lesson.

- The responsible academic staff sets teaching materials and tasks for the students.
- The students are given the opportunity to submit work and the responsible academic staff gives feedback on the submitted work.
- The students are given the opportunity to exchange opinions and ask questions.

Under the given criteria, Waseda University outlines the following lesson formats with three considerable features:

- On-demand lesson content is distributed to the students in the form of teaching materials, and students are set tasks in relation to the content.
- Students submit work in relation to the set tasks using the LMS short test or report features, and feedback is given. ****
- Discussion between students and questions to academic staff are carried out using the LMS discussion feature, etc.

**** LMS stands for Learning Management System (eg. Kyoto University's PandA). For details of PandA, Kyoto University's LMS, please see here.



3. Fully online full-time graduate schooling program

While a majority of correspondence undergraduate and graduate programs incorporate distance education to their courses, Kumamoto University has garnered attention with its unique fully online schooling program for full-time graduate students at the Graduate School of Social and Cultural Sciences, Division of Instructional Systems.

The mission of the Division of Instructional Systems, Graduate School of Social and Cultural Sciences, is to train students to become professionals of the development, practice, and evaluation of e-learning systems. Most of the programs, except for some (thesis defense), are offered online.

Courses of the graduate program can be accessed online from anywhere at any time, at students' convenience.
Learning materials such as printouts from textbooks, videos on demand (VOD), and quizzes, are distributed, and online discussion boards are used as a communication tool. Second-year students receive research guidance (remote mentoring) from their supervisors via the university's e-learning platform. Voices from the students through the website links below indicate that students communicate with each other not only on the discussion board that the university installed, but also through e-mail, and SNS such as Skype and Facebook.

Since the graduate program is known for its unique online distance education, students from different generations, locations, and backgrounds are enrolled in the program from all over the nation, engaging themselves in study and research while balancing well school and work.

References:
- Data of students enrolled in Kumamoto University Graduate School of Social and Cultural Sciences, Division of Instructional Systems (age distribution, main employment, etc. as of April 2014)
- Voices from students: Kumamoto University Graduate School of Social and Cultural Sciences, Division of Instructional Systems

(Published online: March 9, 2020)