Updated on 2025/07/23

写真a

 
SCOTT, Douglass
 
Affiliation
Faculty of Human Sciences, School of Human Sciences
Job title
Professor
Degree
PhD ( 1997 University of Michigan )
MA ( 1987 University of Michigan )
BS ( 1985 University of Oregon )
Mail Address
メールアドレス
Homepage URL
http://www.scottlab.org

Education Background

  • 1993
    -
    1997

    University of Michigan   Graduate School, School of Education   Educational Foundations and Policy, Educational Technology  

    PhD

  • 1985
    -
    1987

    University of Michigan   Graduate School, Center for Japanese Studies   East Asian Studies (Japan)  

    MA

  • 　
    -
    1985

    University of Oregon   Political Science  

  • 1983.09
    -
    1984.06

    Waseda University   International Division  

Professional Memberships

  • 　
    　
    　

    National Communication Association

  • 　
    　
    　

    Associations for the Advancement of Computers in Education

Research Areas

  • Educational technology

Research Interests

  • Information and communication technology; intercultural communication; educational technology

 

Papers

  • Waseda University's E-School: 10 years of e-education in Japan

    Shoji Nishimura, Douglass J. Scott

    Advances in Healthcare Information Systems and Administration     173 - 204  2016  [Refereed]

    　View Summary

    In 2003, the School of Human Sciences, Waseda University (Japan), established the e-School, Japan's first complete undergraduate program enabling students to earn their bachelor degrees solely through e-learning. Supported by the availability of high-speed Internet connections, it has become possible to economically transmit high-quality videotaped lectures across Japan and throughout the world. Waseda's e-School has many features that contribute to its success, among these are that lecture contents are transmitted with an image quality that allows students to easily read what is written on the blackboard. In addition, online classes are relatively small—21 students on average—and new classes are created to respond to students' needs and interests. This chapter outlines the e-School's first 10 years of operation: Its history, curriculum, administration, and management learning system. Data are also presented for student engagement with the e-School system for the first ten years of operation (2003-2012).

    DOI

    Scopus

    1
    Citation
    (Scopus)

  • The Influence of Intimacy and Gender on Emotions in Mobile Phone Email

    Yuuki Kato, Douglass J. Scott, Shogo Kato

    Affective Computing and Interaction     262 - 279  2011  [Refereed]

    　View Summary

    This chapter focuses on the roles of interpersonal closeness and gender on the interpretation and sending of emotions in mobile phone email messages1. 91 Japanese college students were shown scenarios involving either a friend or an acquaintance describing situations intended to evoke one of four emotions: Happiness, sadness, anger, or guilt. The participants’ rated their emotions and composed replies for each scenario. Analysis revealed that in the happy and guilt scenarios, emotions experienced by the participants were conveyed to their partners almost without change. However, in the sad and angry scenarios, the emotions sent to the partners were weaker than the actual emotions experienced. Gender analysis showed that men were more likely to experience and express anger in the anger scenario, while women were more likely to experience and express sadness in the anger scenario. In addition, more women’s replies contained emotional expressions than did the men’s messages.

    DOI

    Scopus

    2
    Citation
    (Scopus)

  • E-Learning Practice and Experience at Waseda E-School

    Shoji Nishimura, Douglass J. Scott, Shogo Kato

    Distance Education Environments and Emerging Software Systems     322 - 342  2011  [Refereed]

    　View Summary

    In 2003, the School of Human Sciences, Waseda University (Japan), established the e-School, Japan’s first complete undergraduate program enabling students to earn their bachelor degrees solely through e-learning. Supported by the widespread availability of high-speed Internet connections, it has become possible to economically transmit videotaped lectures with an image quality close to that of television across Japan and throughout the world. In addition, lecture contents are transmitted with an image quality that allows students to easily read what is written on the blackboard. Waseda’s e-School has many features that contribute to its success, among these are the coupling of online and on-campus courses enhancing students educational experiences. In addition, online classes are relatively small—most are capped at 30 students—and new classes are created to respond to students’ needs and interests. This chapter outlines the e-School’s history, curriculum, administration, and management learning system. Various data are presented for the first four years of the e-School’s operation (2003-2006), when the newly-created program was under the Ministry of Education’s mandatory supervision period.

    DOI

  • Patterns of Emotional Transmission in Japanese Young People’s Text-Based Communication in Four Basic Emotional Situations

    Kato, Y, Scott, D.J, Kato, S, Sato, K

    International Journal on E-Learning   9 ( 2 ) 203 - 227  2010  [Refereed]

  • E-Learning Practice and Experience at Waseda E-School

    Shoji Nishimura, Douglass J. Scott, Shogo Kato

    International Journal of Distance Education Technologies   7 ( 3 ) 44 - 62  2009.07  [Refereed]

    　View Summary

    <p>In 2003, the School of Human Sciences, Waseda University, Japan, established the e-School, Japan’s first complete undergraduate correspondence courses enabling students to acquire their bachelor degrees solely through e-learning. Supported by the widespread availability of high-speed Internet connections, it has become possible to transmit videotaped lectures with an image quality close to that of television, not only throughout Japan, but also throughout the world at affordable rates. In addition, the lecture contents are transmitted in an image quality that allows students to easily read what is written on the blackboard. Waseda’s e-School has many features that contribute to its success. Among these are the coupling of online and on-campus courses enhancing the educational experience of all students. In addition, online courses are relatively small—most courses are capped at 30 students—and new courses are created to respond to students’ needs and interests. This article outlines the e-School’s curriculum, management structure, and system and reports on the current status of the courses by analyzing the results of a questionnaire survey conducted after one year from their establishment and the state of credits registered and earned by students.</p>

    DOI

    Scopus

  • The Exchange of Emotional Content in Business Communications

    Douglass J. Scott, Constantinos K. Coursaris, Yuuki Kato, Shogo Kato

    Mobile and Ubiquitous Commerce     201 - 219  2009  [Refereed]

    Authorship：Lead author

    　View Summary

    This study compared the exchange of emotional content in PC and mobile e-mail in business-related discussions. Forty American business people were divided into two groups (PC and mobile e-mail users) and were then assigned to anonymous discussion pairs who exchanged a total of six messages on a predetermined topic. When a message was sent, the writers completed two questionnaires related to 12 target emotions: One questionnaire assessed the emotions they experienced and another estimated their partner’s emotional reaction. E-mail readers filled out similar questionnaires. Statistical analysis showed that when emotional exchange was successful, mobile e-mail users more accurately predicted positive emotions than did PC e-mail users. Conversely, when emotional exchange was unsuccessful, mobile e-mail users failed to accurately exchange negative emotions far more than their PC using counterparts. These findings indicate that the communication medium used may influence the exchange of emotional content in text-based communications.

    DOI

    Scopus

    6
    Citation
    (Scopus)

  • Relationships between Emotional States and Emoticons in Mobile Phone Email Communication in Japan

    Kato, S, Kato, Y, Scott, D.J.

    International Journal on E-Learning   8 ( 3 ) 385 - 401  2009  [Refereed]

  • Comparing Cultural and Gender Differences in the Informal Mobile Telephone Text Messages of Japanese and American College Students

    Scott, D.J., Kato, Y., Kato, S.

    Waseda Journal of Human Sciences   22 ( 2 ) 71 - 86  2009  [Refereed]

    Authorship：Lead author

    CiNii

  • Gender Differences in Japanese College Students’ Participation in a Qualitative Study

    Scott, D.J.

    AACE Journal   16 ( 4 ) 385 - 404  2008  [Refereed]

    Authorship：Lead author

    CiNii

  • Analysis of Anger in Mobile Phone Email Communications in Japan

    Kato, Y, Kato, S, Scott, D.J., Akahori, K

    Waseda Journal of Human Sciences   21 ( 1 ) 29 - 38  2008  [Refereed]

    CiNii

  • Use of iPods to Support Content Learning in a Japanese College Lecture Course

    Scott, D.J., Nishimura, S, Kato, S

    Waseda Journal of Human Sciences   20 ( 1 ) 11 - 18  2007  [Refereed]

    Authorship：Lead author

    CiNii

  • Using video-equipped cellular telephones in Japanese higher education: A case study

    Douglass J. Scott

    Journal of Human Sciences   18 ( 1 ) 127 - 135  2005  [Refereed]

    Authorship：Lead author

  • The iceberg metaphor of educational telecommunications: History and application

    Douglass J. Scott

    Media and Education   5 ( 5 ) 37 - 47  2000  [Refereed]

    Authorship：Lead author

    　View Summary

    The Interactive Communications & Simulations (ICS) group at the University of Michigan has operated computer-mediated simulations since 1984. One outcome of our experience was the development of a conceptual model for educational telecommunications called the Iceberg Metaphor. This model has been field-tested by thousands of students for over a decade, and the central themes of this metaphor have remained constant while retaining the flexibility to facilitate a wide range of educational simulations. This model should prove useful to educators who are exploring ways to use instructional technologies for K-12, distance, and higher education applications. This paper describes the development of the Iceberg Metaphor and examines how it influences telecommunications projects on both the server side and in the classroom.

    CiNii

  • A survey of telecommunications use in preservice teacher education programs

    Douglass J. Scott

    Media and Education   5 ( 5 ) 49 - 60  2000  [Refereed]

    Authorship：Lead author

    　View Summary

    This paper reviews studies related to computer-mediated communications (CMC) use in preservice teacher education programs. A total of 18 studies were examined which span a variety of media, techniques, and evaluation. However, an analysis of these studies reveals little or no commonly accepted central core of work, methods, or theories to guide future research. Although this paper focuses on preservice teacher programs, it has broader application to the creation, operation, and evaluation of any type of educational telecommunications project.

    CiNii

  • The human dimension of computer-mediated communications: Implications for international educational computer conferences

    Douglass J. Scott

    Media and Education   3 ( 3 ) 43 - 51  1999  [Refereed]

    Authorship：Lead author

    　View Summary

    This paper presents a new conceptual framework for educational computer conferences, and considers how this framework may shape international education alternatives. This framework, known as the "Iceberg Metaphor" or the "Michigan Model," maintains that online communication is like the tip of an iceberg: Much of the participants' learning takes place offline, but these contexts are often overlooked. By observing participants' offline engagement with the conference, we are better able to determine the most appropriate ways to improve the conference to meet the users' needs. This paper also considers the implications the iceberg metaphor and related research may have for the creation, implementation, and evaluation of international educational computer conferences.

    CiNii

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Books and Other Publications

  • Waseda University’s e-School: 10 Years of e-Education in Japan (Chapter)

    Nishimura, S, Scott, D.J

    IGI Global  2016

  • E-Learning Practice and Experience at Waseda E-School: Japan’s First Undergraduate Degree-Awarding Online Program (chapter)

    Nishimura, S, Scott, D.J, Kato, S

    IGI Global  2011

  • The Influence of Intimacy and Gender on Emotions in Mobile Phone Email

    Yuuki Kato, Douglass J. Scott, Shogo Kato

    IGI Global  2010 ISBN: 1616928921

  • The Exchange of Emotional Content in Business Communications: A Comparison of PC and Mobile Email Users (Chapter)

    Douglass J. Scott, Constantinous, K. Coursaris, Yuuki Kato, Shogo Kato

    IGI Global  2009 ISBN: 1605663662

  • Misinterpretation of Emotional Cues and Content in Japanese Email (Chapter)

    Yuuki Kato, Shogo Kato, Douglass J. Scott

    Nova Science Publishers  2008

  • Meaningful learning away from the keyboard: The significance of offline learning for online projects (Chapter)

    Douglass J. Scott

    Roadblocks on the information highway: The IT revolution in Japanese education  2003

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Presentations

  • Communication Technology Use by International Students in America: Preliminary Findings

    Scott, D.J, Nishimura, S

    World Conference on Educational Multimedia, Hypermedia and Telecommunications 2016  AACE

    Presentation date： 2016

  • International Students’ Use of Communication Technologies in American Universities

    Scott, D.J

    World Conference on Educational Multimedia, Hypermedia and Telecommunications 2015  AACE

    Presentation date： 2015

  • The Role of Communication Technologies in Exchange Students’ Cultural Adjustment

    Scott, D.J

    World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014  AACE

    Presentation date： 2014

  • Comparing Computer and Mobile Phone Use by American and Japanese University Students

    Scott, D.J, Kato, Y, Kato, S, Liu, S

    World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012  AACE

    Presentation date： 2012

  • Social Media and Privacy: Comparing U.S. and Japanese College Students’ Use of Facebook and Twitter

    Tung, P, Scott, D.J

    World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012  AACE

    Presentation date： 2012

  • Comparing American and Japanese Young People’s Emotional Strategies in Mobile Phone Email Communication

    Kato, Y, Scott, D.J, Kato, S

    World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011 

    Presentation date： 2011

  • An e-Learning System Connecting Tutor and Students in Different Countries

    Liu, S, Scott, D.J, Kato, Y, Kato, S, Urano, Y

    World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011  AACE

    Presentation date： 2011

  • Gender and the Selection of Communication Technologies in Emotional Situations

    Scott, D.J, Kato, Y, Kato, S

    World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010 

    Presentation date： 2010

  • Using Mobile Devices for Data Collection: Exchanging Ideas and Models

    Scott, D.J, Liu, S, Kato, Y, Kato, S

    World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010 

    Presentation date： 2010

  • Analyzing Emotional Cue Transmission and Message Contents in Japanese Mobile Phone Email Communications

    Kato, Y, Scott, D.J, Kato, S, Takeuchi, T

    World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 

    Presentation date： 2009

  • Rating Communication Methods and Emotional Transmissions in Anger and Guilt Situations by Japanese College Students

    Kato, S, Kato, Y, Scott, D.J, Takeuchi, T

    World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 

    Presentation date： 2009

  • Development of a Mobile Phone-based Data Collection and Analysis System

    Liu, S, Scott, D.J, Kato, Y, Kato, S

    World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 

    Presentation date： 2009

  • Emotional Strategies in Mobile Phone Email Communication in Japan: Focusing on Four Kinds of Basic Emotions

    Kato, Y, Kato, S, Scott, D.J, Sato, K

    World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 

    Presentation date： 2008

  • Gender Differences in the Writing of Mobile Phone Email in Japan: A Follow-up Study

    Scott, D.J, Kato, Y, Kato, S

    World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 

    Presentation date： 2008

  • Content Analysis of Gender Differences in the Informal Mobile Email Communications of Japanese Young People

    Scott, D.J, Kato, S, Kato, Y

    World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 

    Presentation date： 2008

  • Relationships between the Emotional Transmissions in Mobile Phone Email Communication and the Email Contents in Japan

    Kato, Y, Kato, S, Scott, D.J, Takeuchi, T

    World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 

    Presentation date： 2008

  • Selection of ICT in emotional communication for Japanese students: Focusing on emotional strategies and gender differences

    Kato, S, Kato, Y, Scott, D.J, Sato, K

    World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 

    Presentation date： 2008

  • Research on the Emotions Interpreted from Emoticons in Japanese Cellular Telephone Email

    Yanagisawa, M, Kobayashi, M, Kato, Y, Kato, S, Scott, D.J

    International Conference on Computers in Education (ICCE) 

    Presentation date： 2007

  • Gender Differences in the Informal Email Communications of Japanese Young People

    Scott, D.J, Kato, Y, Kato, S

    World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 

    Presentation date： 2007

  • Analysis of Anger in Mobile Phone Email Communications in Japan

    Kato, S, Kato, Y, Scott, D.J, Akahori, K

    World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 

    Presentation date： 2007

  • Research on the Causal Relationship between Emotions and Emotional Transmissions in Email Communication: Analysis Focusing on Emotional Traits

    Kato, Y, Kato, S, Scott, D.J

    World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007 

    Presentation date： 2007

  • Using iPods to Support Content Area Learning in a Japanese College Lecture Course

    Scott, D.J, Nishimura, S, Kato, S

    World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 

    Presentation date： 2006

  • Gender Differences in Japanese College Students’ Participation in a Qualitative Study

    Scott, D.J

    World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 

    Presentation date： 2005

  • Using Video-equipped Cellular Telephones in Japanese Higher Education: A Case Study

    Scott, D.J

    World Conference on Educational Multimedia, Hypermedia and Telecommunications 2004 

    Presentation date： 2004

  • Widespread Use of Cellular Telephones to Access the Internet: Implications for Educational Telecommunications

    Scott, D.J

    World Conference on Educational Multimedia, Hypermedia and Telecommunications 2002 

    Presentation date： 2002

  • Using Qualitative Research Methods to Study Preservice Teachers Use of a Computer Conference

    Scott, D.J

    Society for Information Technology and Teacher Education International Conference 2000 

    Presentation date： 2000

  • Using computer-mediated communications to foster transnational competence in American and Japanese schools

    Scott, D.J

    ICCE 1999: The 7th International Conference On Computers In Education 

    Presentation date： 1999

  • The element of surprise: Stories from the qualitative evaluation of educational technology

    Barritt, M, Scott, D.J

    World Conference on Educational Multimedia, Hypermedia and Telecommunications 1999 

    Presentation date： 1999

  • The human dimension of computer-mediated communications: Implications for international educational computer conferences

    Scott, D.J

    10th Anniversary Symposium of the Human Science Research Center, Waseda University 

    Presentation date： 1997

  • The Michigan Model for educational telecommunications: Tipping the iceberg

    Scott, D.J, Espinosa, R, Stanzler, J, Goodman, F.L

    World Conference on Educational Multimedia, Hypermedia and Telecommunications 1997 

    Presentation date： 1997

  • Researching computer-mediated communications: Examples from teacher education research

    Scott, D.J

    World Conference on Educational Multimedia, Hypermedia and Telecommunications 1997 

    Presentation date： 1997

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Research Projects

  • Comparing Mobile Telephone Use in Three Countries using a New Data Collection System

    Project Year :

    2010
    -
    　
     

  • Experiment for Proof of Synchronous-Symmetry Distance Education among International Multiple Classrooms connecting three or more Universities

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research

    Project Year :

    2005
    -
    2007
     

    NAGAOKA Keizo, SCOTT D.J., NISHIHORI Yuri, OKABE Shigeto, YAMAMOTO Yuichi, AKAKURA Takako

    　View Summary

    The authors have been studying the synchronous-symmetry distance education before this project for thirteen years sponsored by Grant-in Aid for Scientific Research.Although IT : Information Technology has been progressed on a large scale in this term, people concerned education, teachers, network engineers, learners and observers, have not stored yet sufficient experiences and extracted know-how. In spite of getting technological means, the culture has actually not been consisted yet. However, the international synchronous-symmetry distance education among four countries and four universities has been seemed successful in the mind of functions and controlablity under the given budget and manpower, so it seems Triple-four Method will be standard.Triple-four Method is to divide the square display to four parts corresponding to four sites just fitting without vain display space. We call it Triple-four Method with four countries, four universities and four divided display.Three sites(three countries and three universities) and BBS at fourth channel is also considerable, it is overload but for regular university teachers and by the passed experiences, Triple-four Method is easy and in advance for stability.On the contents of international synchronous-symmetry distance education, language education and cross-cultural education are most suitable and have been experimented in this by Grant-in Aid for Scientific Research project so far. Hereafter, getting more participants and experiences, it is expected that many contents will be developed to practice in the formal classes which are credit-exchangeable

 

Syllabus

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Sub-affiliation

  • Faculty of Human Sciences   Graduate School of Human Sciences

  • Affiliated organization   Global Education Center

Internal Special Research Projects

  • The Role of Social Networks in the Cultural Adjustment of Japanese Exchange Students in America

    2013  

    　View Summary

    This special project funding was used to lay the groundwork for studying Japanese exchange students’ use of communication technologies in their adjustment to life in America. Original pilot studies were conducted by Waseda University students under the direction of the lead author. These initial studies helped refine the data collection instrument and focus the scope of the current research. Research goals for the current study include: 1) Study the role of social networks in the cultural adjustment of Japanese exchange students in America. 2) Analyze the function of communication technology use with American and Japanese friends on the &#8232;cultural adjustment of Japanese exchange students. 3) Identify communication strategies that contribute to positive cultural adjustment. 4) Develop successful communication strategies to stem the declining number of Japanese studying &#8232;abroad. Fund provided by this special grant were primarily used to visit Michigan State University, one of the planned research sites. I met with faculty, staff, and administrators at MSU to discuss my proposed research project and learn how to get permission to conduct research on that campus. These discussion were productive and I will continue them in the future.

  • 英語圏二カ国における携帯メールコミュニケーションの感情伝達の特徴に関する国際比較

    2012  

    　View Summary

    This special project funding was used to expand our research on young people’s use of mobile phones in different countries. The original study was funded by the Advanced Research Center for Human Sciences in the School of Human Sciences, Waseda University, and focused on American, Japanese, and Chinese young people's use of mobile phones. Three data sets were collected: Demographic data, gender communication, and a study of interpersonal closeness. Based on the original study, we want to expand our research into more countries, especially those with large native English-speaking populations. The current Special Funding was used to develop our contacts in these countries in preparation for full-scale data collection. Although America was part of the original study, it was retained in the current study because of its heavy influence on technology development and use. In addition to maintaining our established contacts, we visited some new universities (e.g. University of California Los Angeles, University of Southern California) to expand the pool of potential study sites. We also continued our discussion with professors in Canada about conducting research on their campuses. We received positive feedback and believe we can collect sufficient data for our project. If additional funding can be secured, we should be able to collect enough data in these two countries to expand our cross-cultural comparison of young people’s mobile phone use.

  • 英語圏三カ国における携帯メールコミュニケーションの感情伝達の特徴に関する国際比較

    2011  

    　View Summary

    This special project funding was used to expand our research on young people’s use of mobile phones in different countries. The original study was funded by the Advanced Research Center for Human Sciences in the School of Human Sciences, Waseda University, and focused on American, Japanese, and Chinese young people's use of mobile phones. This study was based, in part, on a data collection tool created by our group to deliver online surveys that can be completed on any mobile telephone with a Web browser. Three data sets were collected: Demographic data, gender communication, and a study of interpersonal closeness. The output of each research project will include conference presentations, journal articles, and improved course content. Based on the original study, our group sought to expand our research into more countries, focusing on places with large native English-speaking populations. The current Special Funding was used to develop our contacts and run pilot studies in these countries in preparation for full-scale data collection. Our original intent was to conduct research in the UK, Australia, and New Zealand. However, the difference between these countries' academic calendars--especially those in the southern hemisphere--and Japan was problematic enough to compel the authors to shift and limit our focus to the UK and Canada. Based on this new focus, the researchers visited various universities in these countries to develop contacts and conduct preliminary research. In Canada, our primary contacts were professors in the Business College at McMaster University in Hamilton, Ontario, outside of Toronto. Although their research focus is on business-related topics, these professors were willing to help us collect data for our study. In the UK, we contacted researchers at London University, Oxford University, and Cambridge University. Our colleague at Cambridge was particularly helpful in distributing our pilot study. We received a satisfactory return rate giving us confidence in our ability to collect data at that university. If additional funding can be secured, we should be able to collect sufficient data in these two countries to expand our cross-cultural comparison on mobile phone use.