ハイブリッド授業のピア・ラーニングにおける学習者の意識

Abstract

It is said that due to the spread of the Coronavirus disease online lessons are becoming more widely used on a worldwide scale, and Japan is no exception. Also at the Japanese university the author is affiliated to hybrid classes were held at the beginning and end of the 2021 spring semester. It was a semester during which hybrid classes were held regularly, although not throughout the semester. Some students living in Japan experienced both classroom and Zoom participation, while a number of students participated online from their own countries due to travel restrictions to Japan. This practical study investigates, analyses, and considers how students perceived classes when peer learning was adopted in hybrid classes under such circumstances. It aims to analyse data focused on surveys of questionnaires and interviews mainly concerning whether there is a difference between the specialised and liberal arts subjects as well as between the languages, if different trends between Japanese students and exchange students can be observed, and how students perceive the positive and negative aspects of peer learning during hybrid classes. It is believed that the hybrid class format will remain in the future, therefore this study also considers the possibility that peer learning can be successfully conducted in hybrid classes. Through this analysis, it has become clear that, although peer learning can be implemented in hybrid lessons, students did not perceive it advantageous to the point of surpassing classes held face-to-face or using Zoom. From the point of view of learning efficacy, it can be considered that the order thus goes from ‘face-to-face classes’ to ‘zoom classes’ to ‘hybrid classes’. It seems that in the future, hybrid classes will remain as one of the basic teaching formats and will be widely adopted. Through this survey, negative aspects and issues have become apparent, and, at the same time, it has also become clear that there is ample room for improvement in future teaching. ‘Exchange’ and ‘communication’ were mentioned together in the answers of the negative perception survey, which indicates a negative impact on the findings of the basic elements of cooperative learning in “Face-to-face interaction in interactive learning environments” by Johnson et al. (2001) and Ikeda and Tateoka’s “Equality” and “Face-to-face” (2007). It is important that teachers systematically provide continuous care and support, and actively play the role of facilitator in order to encourage ‘exchange and communication’ when introducing peer learning in hybrid classes in order to build trust between students and efficiently transition to harmonious activities.