ピア․ラーニングにおけるペア․グループ活動の状況に対する学習者の意識

Abstract

This study aims to analyse how learners perceive on the effectiveness of pair activities and group activities in peer learning. Data were collected through questionnaire surveys and interviews. Students may, at times, become aware when things are not progressing well in learning activities, and teachers share similar concerns. While previous studies have addressed some of the challenges in peer learning, there are a limited number of studies that explore students’ perceptions on the effectiveness of pair and group activities, as well as the different perceptions between learners and teachers. In what situations, then, do learners realise that things are not going well? It is plausible that, even when teachers perceive difficulties, a “discrepancy” may exist within the pair or group, where there is no corresponding awareness of this issue. To understand this situation, it is essential to examine not only students’ awareness but also teachers’ awareness. However, this study initially focuses on learners’ awareness by analysing and interpreting the results of surveys and interviews. The situations in which things are not progressing well are inevitable in peer learning. This study investigates whether participating learners take further actions to address the problem, and what types of problem-solving strategies are attempted. Additionally, the study examines whether any unsolvable problems persist, through confirmation and analysis of the success of these attempts. Furthermore, the quality of pair and group members’ interactions and their favourability toward peer learning are also examined. Since the survey includes joint classes with Japanese students, potential differences in awareness between Japanese, Chinese, and Korean students are explored. Based on the analysis and findings of this study, recommendations are made on how teachers should approach lesson design, lesson management, and the role they should play in conducting classes that incorporate peer learning.