著者

小笠原 正薫

出版者

桜の聖母短期大学

雑誌

Bulletin of Sakura no Seibo Junior College (ISSN:03868168)

巻号頁・発行日

no.29, pp.193-216, 2005-03

著者

小笠原 正薫

出版者

桜の聖母短期大学

雑誌

Bulletin of Sakura no Seibo Junior College (ISSN:03868168)

巻号頁・発行日

no.26, pp.77-103, 2002-03

著者

三瓶 千香子 Chikako Sampei

出版者

桜の聖母短期大学

雑誌

桜の聖母短期大学紀要 = Bulletin of Sakura no Seibo Junior College (ISSN:03868168)

巻号頁・発行日

no.43, pp.7-18, 2019-03

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The collapse of local communities and serious social isolation have been long-term problems in Japan. The present study aimed to study the young education philosophy of Yoshiharu Tazawa(1885-1944), a rational and practical leader of a young men's association called Seinen-dan in modern Japan, as it relates to creating relationships and involvement in modern local communities. Tazawa thought that personal relationships and contact or cohabiting between lecturers and young people were very important in the lodging training. This leads to a suggestion for roles and methods of facilitators to affect learning and relations on purpose through dialogue, collaboration and creation.

著者

二瓶 由美子

出版者

桜の聖母短期大学

雑誌

桜の聖母短期大学紀要 (ISSN:03868168)

巻号頁・発行日

no.38, pp.137-149, 2014-03

著者

二瓶 由美子

出版者

桜の聖母短期大学

雑誌

Bulletin of Sakura no Seibo Junior College (ISSN:03868168)

巻号頁・発行日

no.28, pp.1-13, 2004-03

著者

加藤 竜哉 後藤 真

出版者

桜の聖母短期大学

雑誌

桜の聖母短期大学紀要 (ISSN:03868168)

巻号頁・発行日

no.39, pp.25-41, 2015-03

著者

加藤 竜哉 後藤 真 Tatsuya Kato Makoto Goto

出版者

桜の聖母短期大学

雑誌

桜の聖母短期大学紀要 (ISSN:03868168)

巻号頁・発行日

no.39, pp.25-41, 2015-03

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The present article describes a method for enhancing peer collaboration and active participation among college students through an alternative Co-Active Poster Session( C.A.P.S.) in an educational setting. The authors set four criteria to define an "effective" peer collaboration-focused poster session: It minimizes the necessity of creating a neatly designed poster which often requires time-consuming preparation; It reduces a presenter's emerging emotional pressure by liberating him/her from having to give a well-organized speech in front of an audience; It allows the audience to ask questions anytime during the session without hesitation; It enhances the dynamics of continuous discussion among all the participants. Three different kinds of educational workshops were conducted in 2014 to compare C.A.P.S. with traditional, presentation-focused poster sessions. The qualitative review of 116 participants' written reflections suggested that C.A.P.S. met all four of the criteria listed above and showed the potential of this co-active learning method.