著者

坂本 旬

出版者

法政大学キャリアデザイン学会

雑誌

生涯学習とキャリアデザイン = 生涯学習とキャリアデザイン (ISSN:13493051)

巻号頁・発行日

vol.5, pp.49-57, 2008-02

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Lately, “collaboration” takes place in a variety of fields such as business, education and the arts. In Japanese, it is translated as “kyodo”. It has also become widespread in local government ventures. And yet, “collaborative-learning” cannot be commonly found in education except in technological fields. The concept of collaboration has three peculiarities. First, collaboration means that people belonging to different communities, cultures or regions encounter each other. Second, they are independent and enter into a partnership with each other. And third, they share mutual resources, faculties and a common goal. “Collaborative-learning” is a type of learning that has the same above-mentioned features. In educational fields of technology, collaborative-learning refers particularly to learning that employs telecommunications and information technology. It is known as Computer supported collaborative learning (CSCL). In that field, the concept of collaboration sometimes becomes obscure, as it is considered form a technological viewpoint not an educational one. It has become necessary to reconsider the concept of collaborative-learning by comparing it with cooperative-learning.