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Accepted Paper
Paper long abstract
This presentation examines the interactive process between teachers and learners within a Collaborative Online International Learning (COIL) project involving advanced Japanese language learners at a private university in the United States and English language learners in Japan. Working in mixed teams, the students utilized both English and Japanese to plan and manage the event aimed at contributing to the Japanese-speaking community. Through these collaborative activities, learners engaged in repeated dialogue, deepening mutual understanding and forming a community that fostered agency and citizenship.
This study adopts the Community of Inquiry (CoI) model (Garrison, Anderson, & Archer, 2000) as a conceptual framework to analyze the collaborative process and the role of the instructors. The CoI model posits that deep learning emerges through the interaction of three elements: teaching presence, social presence, and cognitive presence. Social presence, which involves building relationships among learners, is inextricably linked to cognitive presence, the deepening of understanding and inquiry. Teaching presence encompasses the instructor’s roles in instructional design, facilitating discourse, and direct instruction.
In this project, the instructors respected the learners' autonomy by delegating the management of activities while simultaneously maintaining motivation and adjusting the project's direction. This required instructors to constantly navigate the balance between "delegating" and "supporting." It was necessary to design an environment where learners felt safe to trust one another, engage in meaningful exchange, and deepen their inquiry into the tasks. These dynamics were analyzed qualitatively using learner interactions, reports, and shared documents between the U.S. and Japanese instructors.
By clarifying the process of community formation among students across national and regional boundaries, this study highlights the importance of instructors evolving from "teachers" into "partners" who learn alongside students and facilitate their growth. Ultimately, this research provides a perspective for reimagining the future of international exchange practices.
(Word count for the Body part: 294 words)
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References
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment. The Internet and Higher Education, 2(2–3), 87–105.
| Abstract in Japanese (if needed): | 日米協働学習の実践における教師と学習者の相互成長 ― Community of Inquiry の視点から捉える質的検討― 柴田 智子（プリンストン大学） 大久保 範子（NPO法人 Knox English Network） 本発表は、米国の私立大学における日本語上級学習者と、日本の英語学習者によるオンライン協働学習における教師と学習者の相互作用の過程を検討する。日米混合チームは、英語・日本語を用いて日本語コミュニティに貢献するイベントの企画・運営に取り組んだ。学習者は、協働活動を通して対話を重ね、相互理解を深めつつ共同体を形成し、主体性や市民性を育んでいった。 本研究では、学習者の協働過程と教師の関わり方を捉える視点として、Garrison, Anderson, and Archer（2000）の Community of Inquiry モデルを参照した。このモデルでは、teaching presence・social presence・cognitive presenceが相互に作用することで深い学びが生まれると考えられている。学習者同士の関係構築に関わる Social Presenceは、理解や探究の深化に関わる Cognitive Presenceと相互に結びつく。Teaching Presence は、活動の設計、理解の促進、直接指導といった教師の役割を担う。 今回、教師は学習者の自律性を尊重して活動運営を委ね、動機づけの維持や活動の方向性の調整も行った。その中で「任せる」と「支える」の間でバランスを模索する判断が求められた。その際、学習者同士が安心して互いを信頼し、交流や議論を行える関係性を整え、さらには課題への理解や探究が深まる環境を設計する必要があった。以上の点を検討するために、学習者間のやり取り、報告書、日米教師間の共有文書等を用い、質的に検討した。 本研究では、国や地域を超えた学生同士の共同体形成の過程を明らかにするとともに、教師が「教える者」から「共に学び、成長を促す伴走者」として関わることの重要性を示し、今後の交流実践の在り方を考えるための視座を提示することを目指す。 参考文献 Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment. The Internet and Higher Education, 2(2–3), 87–105. |
Association of Japanese Language Education: 1
Session 6 Saturday 29 August, 2026, -