| 研究実績の概要 |
This study has built on new insights in the field of education, in which studies have harnessed the power of technology to create and integrate tailored online peer interaction spaces in education, supplemented with made-to-measure instructions, prompts and tasks.
This study investigated how learners of a foreign language at a Japanese university interacted with one another in a tailored online space as part of their learning trajectory, how they made use of their peers as potential sources of information and support, and what kind of language they used to do so.
The study integrated Google Classroom groups as peer interaction spaces in the optional, but credit-bearing Effective Learning Modules (ELMs) and Effective Language Learning Courses (ELLCs) offered by the university.
Using multiple data collection and analysis methods, the results showed the range of strategies students in Japanese higher education can use when collaborating with their peers online for effective learning purposes. The interactions in the Google Classroom groups stayed close to the tasks learners had to complete, with learners introducing their plans, asking for resources and discussing their use of strategies. In addition, there seemed to be room for self-disclosure and self-expression. Future studies should focus on how to foster more in-depth discussions between peers about both planning and learning gains.
This project informs current and future practice of supporting learners in several contexts, ranging from formal, classroom-based education to self-access learning environments.
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