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

Abstract

Ikeda 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.