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Article: An observation of peer learning in Hong Kong: cases in a university class and a life-long learning program

TitleAn observation of peer learning in Hong Kong: cases in a university class and a life-long learning program
香港におけるピア・ラーニングの実践: 大学及び生涯学習機関での取り組み
Authors
Issue Date2011
PublisherThe University Alliance for Japanese Studies in Hong Kong, Macau and Guangdong Province (港澳粤日本研究大學聯合會). The Journal's web site is located at http://www.ualliance-hmg.org/new/journal.php
Citation
アジア日本研究, 2011, v. 1, p. 83-92 How to Cite?
Asian Journal of Japanese Studies, 2011, v. 1, p. 83-92 How to Cite?
AbstractIkeda and Tateoka (2007) defined peer learning as a way in which learners learn from their peers through dialogues. They also considered collaboration among peers as a key concept in such learning. Murphey (1996) proposed “Near Peer Role Models”, in which he argued that learners are highly motivated to learn from their peers if they have similar backgrounds such as ethnicity, age, gender and interests. However, Tanaka (2006) reported that Chinese learners tend to have a firm belief that languages should be learnt from the native speakers or learners of higher level. Based on these discoveries, this paper reports two cases of peer learning practices in Hong Kong and discusses the effectiveness and implications of such practices in this setting. Firstly, a peer-learning activity in a university class is reported, in which students created their own original Haiku and presented them in class followed by Q&A sessions and other commenting activities. The authors examine the peer learning which took place in such activities and discuss its merits by analyzing the students’ dialogues. Secondly, the paper reports on a practice in a life-long learning program in which the students discussed social issues as depicted in Japanese movies and dramas. The authors determine how the students stimulated and learned from each other through data-analysis of classroom discussions and weblogs. Lastly, the points that appeared important in these two practices are summarized and the possibilities and implications of such activities are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/138811
ISSN

 

DC FieldValueLanguage
dc.contributor.authorMito, Aen_US
dc.contributor.authorSeo, Men_US
dc.date.accessioned2011-09-23T05:38:25Z-
dc.date.available2011-09-23T05:38:25Z-
dc.date.issued2011en_US
dc.identifier.citationアジア日本研究, 2011, v. 1, p. 83-92en_US
dc.identifier.citationAsian Journal of Japanese Studies, 2011, v. 1, p. 83-92-
dc.identifier.issn2223-5841-
dc.identifier.urihttp://hdl.handle.net/10722/138811-
dc.description.abstractIkeda and Tateoka (2007) defined peer learning as a way in which learners learn from their peers through dialogues. They also considered collaboration among peers as a key concept in such learning. Murphey (1996) proposed “Near Peer Role Models”, in which he argued that learners are highly motivated to learn from their peers if they have similar backgrounds such as ethnicity, age, gender and interests. However, Tanaka (2006) reported that Chinese learners tend to have a firm belief that languages should be learnt from the native speakers or learners of higher level. Based on these discoveries, this paper reports two cases of peer learning practices in Hong Kong and discusses the effectiveness and implications of such practices in this setting. Firstly, a peer-learning activity in a university class is reported, in which students created their own original Haiku and presented them in class followed by Q&A sessions and other commenting activities. The authors examine the peer learning which took place in such activities and discuss its merits by analyzing the students’ dialogues. Secondly, the paper reports on a practice in a life-long learning program in which the students discussed social issues as depicted in Japanese movies and dramas. The authors determine how the students stimulated and learned from each other through data-analysis of classroom discussions and weblogs. Lastly, the points that appeared important in these two practices are summarized and the possibilities and implications of such activities are discussed.-
dc.languagejpnen_US
dc.publisherThe University Alliance for Japanese Studies in Hong Kong, Macau and Guangdong Province (港澳粤日本研究大學聯合會). The Journal's web site is located at http://www.ualliance-hmg.org/new/journal.php-
dc.relation.ispartofアジア日本研究en_US
dc.relation.ispartofAsian Journal of Japanese Studies-
dc.titleAn observation of peer learning in Hong Kong: cases in a university class and a life-long learning programen_US
dc.title香港におけるピア・ラーニングの実践: 大学及び生涯学習機関での取り組み-
dc.typeArticleen_US
dc.identifier.emailMito, A: mito@hku.hken_US
dc.identifier.emailSeo, M: smasaki@hkucc.hku.hken_US
dc.description.naturelink_to_OA_fulltext-
dc.identifier.hkuros193955en_US
dc.identifier.volume1en_US
dc.identifier.spage83en_US
dc.identifier.epage92en_US
dc.publisher.placeHong Kong-

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