Paper short abstract:

We designed co-learning classes where general students and foreign students learn together. We analyzed free description comments and extracted characteristic words and carried out a correspondence analysis for both of the groups and for both of the learning styles, seminar and lecture.Considering course designs for co-learning classes: based on the analysis of learning styles and learning processes [JP]

Paper long abstract:

In recent years, many cases in which active learning centered around collaborative learning is implemented have been reported in terms of co-learning classes for general students and foreign students, in the context of cultivating human resources with a global perspective at universities. However, as Suematsu (2014) argues, "because the history of co-learning classes is short and the teaching methods are not fully established, those who teach co-learning classes are using a process of trial and error" at the moment.

We designed and taught co-learning classes where general students and foreign students learn together for the last decade. Basically, we aim to establish relationships among students and expand perspectives of objectively observing oneself and one's own culture, but we go through years of trial and error in terms of the contents to teach and learning styles. In this presentation, we will introduce a case in which co-learning is implemented with the use of both the seminar style, comprised mainly of group learning, and the lecture style, and then analyze the learning styles, the activeness of the students and their learning processes, for the objective of exploring course designs for future co-learning classes. The following is the overview of the case to be analyzed.

Implementation period: April - July 2016

Number of students: 26 Japanese students (J), 26 foreign students (F)

Learning styles: Seminar and lecture

　　The data used for analysis is free description comments written at the end of each session. We extracted characteristic words and carried out a correspondence analysis for both of the groups, J and F and for both of the learning styles, seminar and lecture, while extracting, analyzing, and interpreting representative comments. The results showed that words related to the theme or the learning styles such as "education," "presentation," and "group" are characteristic of Group F, while in Group J, there were many descriptions written from the perspective of comparison with Japan, such as "Japan," "myself," and "culture," and that in terms of seminar and lecture, there were differences in the use of verbs that characterize them.