In Japan, Internet based learning is still at an early stage. However, adult learners in Japanese society expect the development of flexible e-learning programs. This case study examines motivational factors affecting online learning in a Japanese and Australian MBA program, using observations, interviews and a questionnaire survey. The data were investigated from motivational categories of the ARCS model (an acronym from Attention, Relevance, Confidence and Satisfaction) and influence of e-learners' learning environment, by comparing two e-learning experience stages, beginning and final. The analyses revealed that whereas the e-learners at the beginning stage were curious about e-learning, required encouragement in individual learning situations, and set goals individually, the learners with about two years e-learning experience were motivated by interdependence, flexibility and sharing the rewards with family. The study also showed motivation of adult e-learners was individually different, but was positively influenced by online collaborative interaction, in particular with peers and in group activities. Interaction in e-learning settings went beyond social activities and the simple exchange of information. This article concludes with some suggestions for improving the design of e-learning programs for Japanese students. IntroductionThe Internet has opened opportunities for working adult learners to pursue their further studies in a more flexible way by interacting with content topics, teachers and other e-learners synchronously and asynchronously. However, in Japan Internet based learning or e-learning is still at an early stage of development. According to a recent survey by the National Institute of Multimedia Education (NIME, 2006), 16.5% of university units of study have applied an e-learning mode to credits, and only 2.2% to internationally transferable credits. According to this survey, the inhibiting factors are the burden of preparation for classes (66.9%), and concern with cost effectiveness (32.3%). Further, there are concerns over quality assurance, students' demotivation, alienation between teacher and elearner, and the digital divide. This low adoption of e-learning is also Kikuchi 399 attributable to Japanese culture. Education in Japan values synchronous and face to face modes over asynchronous interaction more than in many other countries (Yoshida & Taguchi, 2005). 53.7% of the universities care about lack of promotion for humanistic, character building education in elearning environments (Yoshida & Taguchi, 2005). Japanese are also anxious about reliability and security of e-learning.Despite this slow adoption of e-learning in Japan, the number of adult learners has been increasing rapidly. MEXT (2006) showed 18.6% at graduate schools and 43.5% at professional graduate schools are adult learners who have a job. The development of flexible and learner centred elearning programs for adult learners is expected in Japan.The findings from studies on e-learning in other countries are mostly positiv...

This study focuses on the use of emerging technologies such as Artificial Intelligence (AI) smart speakers and smartphone applications for improving the English language skills of L1 Japanese undergraduates. An empirical investigation was carried out with 82 Japanese students. Participants were required to study a variety of online English programmes using AI speakers over an eight-month period. The results showed that students using AI speakers outperformed on the Test of English for International Communication (TOEIC) a group of non-AI users, who instead exclusively used online materials. This research suggests integrating blended learning, including AI and Virtual Reality (VR), may be an effective way to improve the English proficiency of native Japanese.

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