学習者は協働的学習をどのように体験したのか -韓国の大学における日本語会話クラスでの振り返りシートの質的分析-

Abstract

This report focuses on a case study of a Japanese conversation class at a Korean university. It aims toclarify how the learners grasped the essence of lessons incorporating the concept of collaborative learning. Italso attempts to analyze what they felt they had acquired from their experiences of those lessons. An earlier study indicated some necessary conditions for designing the scheme of collaborative learning,such as the grouping of learners, their number, their types, the disparity in their Japanese skills, and activitiesrequiring their imaginative power. This study surveyed a class that was designed on those conditions as reference. Learners were guided toengage in group work to look back on the collaborative learning they had experienced, and then fill inreflection sheets. We made a qualitative analysis of the reflection sheets and the work sheets they used duringthe group work. As a result, we found that they evaluated the collaborative learning either as “positive” or as“negative”. We also found that some learners felt they had come to “learn” and “recognize” various matter. Other learners indicated, however, they gave a “negative” evaluation to the collaborative learning. They saidthey felt it “difficult to participate in the class”, citing “the disparity in the outputs from individuals” in thegroup and the abstract nature of the theme of discussions. Our examination into those results pointed out the importance for the organizer to set up a theme thatwould encourage individual learners to associate it with their own experiences and speak out their thoughts. Italso suggested that the organizer had better set up questions that would activate discussions between thelearners. Setting up an appropriate theme and proper questions would help learners design their studyenvironment in which they could feel they were acquiring something useful from collaborative learning.