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Hokkaido University Collection of Scholarly and Academic Papers >
Institute for the Advancement of Higher Education >
高等教育ジャーナル = Journal of Higher Education and Lifelong Learning >
第24号 >
アクティブ・ラーニング型授業における学修支援を通したアドバイザー学生の学び
| Title: | アクティブ・ラーニング型授業における学修支援を通したアドバイザー学生の学び |
| Other Titles: | What Did Active Learning Advisors Learn through Supporting Learning |
| Authors: | 河内, 真美1 Browse this author | | 杉森, 公一2 Browse this author | | 上畠, 洋佑3 Browse this author |
| Authors(alt): | Mami, Kawachi1 | | Kimikazu, Sugimori2 | | Yousuke, Uehata3 |
| Issue Date: | Mar-2017 |
| Publisher: | 北海道大学高等教育推進機構 |
| Journal Title: | 高等教育ジャーナル : 高等教育と生涯学習 |
| Journal Title(alt): | Journal of Higher Education and Lifelong Learning |
| Volume: | 24 |
| Start Page: | 39 |
| End Page: | 50 |
| Abstract: | Recently, the number of universities in Japan that have introduced a system in which students give learning support to other students of the same university as one of the ways to improve their education is increasing. The purpose of this article is to examine the following questions: what did those students learn by participating in learning support activities, and what kind of effects does a learning support system have on those students? The case chosen is the Active Learning Advisor (ALA) system of Kanazawa University, which was started in 2015. ALAs provide support to enhance and deepen the learning of undergraduate students in their assigned course in and/or outside class time. The support they give includes facilitating group discussions, giving advice on students’ presentations, research, and papers, and answering questions about the contents of the course. ALA Activity Reports, which ALAs are required to write after they have provided learning support, are used for quantitative and qualitative analysis. From the analysis, two points became clear. First, most of the ALAs thought that the ALA activity was interesting and also meaningful to themselves. Second, through supporting the learning of other students, ALAs learned more deeply about the contents of courses and, at the same time, acquired teaching and generic skills. These are significant because they will likely to affect ALAs’ motivation and learning outcomes of their own studies at the university, and the skills they have acquired will be useful not only while they are university students, but also in their futures. |
| Type: | bulletin (article) |
| URI: | http://hdl.handle.net/2115/65044 |
| Appears in Collections: | 高等教育ジャーナル = Journal of Higher Education and Lifelong Learning > 第24号
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