- 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
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.