A Study on Cooperative and Collaborative Learning as Active Learning

Sekita, Kazuhiko

doi:10.5926/arepj.56.158

Cited by 2 publications

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“…Students’ lack of basic knowledge necessary to adopt AL was mentioned by respondents. As Sekita (2017) notes, in AL students aim to apply previously acquired knowledge in different contexts; thus, they first need to acquire that basic knowledge. His statement is justified, as AL is a constructivist approach in which knowledge is assembled by rebuilding prior knowledge (Biase, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Although there have been studies examining factors associated with adopting AL in the Japanese higher education context, the findings have mostly been based on the authors’ opinions, experiences, or small empirical studies. Indeed, there have been few empirical studies that have examined issues that faculty members perceive when practicing AL (Hashimoto, 2018; Ito, 2017; Mori, 2017; Nakasono and Tanigawa, 2018; Sekita, 2017). Therefore, it is essential to identify and examine these issues by using a larger empirical study.…”

Section: Introductionmentioning

confidence: 99%

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Active learning in Japan: Breaking barriers at individual, institutional, and policy levels

Ito

Takeuchi

2021

Policy Futures in Education

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Active learning has emerged as a means of developing generic employability skills that enable students to prepare for an uncertain future. In this context, many universities have encouraged their instructors to practice active learning. While some scholars indicate challenges with adopting this approach, few empirical studies have examined perceptions of instructors related to its application. This current study addresses this research gap—how instructors perceive the issues regarding the application of active learning—by surveying 157 instructors from across numerous institutions in Japan. Identifying issues at the individual level is important because it can provide guidance for institutional managers and policymakers on the strategies necessary for effective implementation of active learning. While the findings of this study largely confirm those of the extant literature, they also revealed which issues are more pertinent than others. Japanese instructors did not adopt active learning because they were indifferent and reluctant toward active learning and prioritized students’ knowledge acquisition over application. We conclude with a discussion of the findings and suggestions to address the perceived issues in implementing active learning at all levels, using the theory of planned behavior.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Active learning in Japan: Breaking barriers at individual, institutional, and policy levels

Ito

Takeuchi

2021

Policy Futures in Education

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Social Psychological Issues and Perspectives in School Education:

Yamanaka

2018

The Annual Report of Educational Psychology in Japan

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The focus of this article is to provide an over view of research trends in social psychology studies within the field of educational psychology published between July 2016 and June 2017, as well as to discuss some of the topics on school education. In the first part of the paper, social psychology studies presented at the 59th annual meeting of the Japanese Association of Educational Psychology held in 2017 are reviewed. Frequent research themes were as follows: interactive learning, teacher＇s behavior toward students, and social skills. In addition, the articles published in The Japanese Journal of Educational Psychology during the aforementioned period are reviewed. In the second part of the paper, the topics focusing on interactive learning within classroom and teacher education are discussed from a social psychological perspective. The main points of contention are as follows: (a) group structure and interactive learning within the classroom, (b) friendship and interactive learning within the classroom, and (c) reflective and collaborative practices in the field of teacher education.

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A Study on Cooperative and Collaborative Learning as Active Learning

Cited by 2 publications

References 2 publications

Active learning in Japan: Breaking barriers at individual, institutional, and policy levels

Active learning in Japan: Breaking barriers at individual, institutional, and policy levels

Social Psychological Issues and Perspectives in School Education:

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