中規模授業におけるWeb環境を利用したpeer review活動

Abstract

In an earlier study, the authors explored the efficacy of prospective teachers making comments on lesson plans and other materials by using Web environments in small courses in which about 10 students participated. In this study, the authors examined such electronic peer review activities in a larger course with 35 students. The Web environment used in this study was called "eMATE (electronic Multiple Approaches to Teacher Education). (1) Students' comments on their peers' lesson plans; (2) students' decisions on whether or not they should include their peers' comments into the modified version of their lesson plans; and (3) students' evaluation responses were analyzed, in order to confirm the possibility and validity of peer review activities on the process of creating lesson plans in a pre-service training course. Regarding (1) above, based on an analysis of students' comments on their colleagues' lesson plans, the peer review activities have the possibility to integrate content knowledge, pedagogical knowledge or knowledge of learners and their characteristics in their mind. Regarding (2) above, it was inferred that students deliberate whether or not their peers' comments were appropriate to include into modified versions of their lesson plans. And regarding (3) above, students in the course generally considered that (a) using a Web environment for peer review activities of lesson plans was a positive experience (fine, good); (b) making comments on a bulletin board system was easy to do and that 10-student groups were appropriate; and (c) 89.7% of students in the course viewed the "eMATE" environment as very easy or easy to use, when making comments on their peers' lesson plans. Therefore, it was inferred to be an appropriate method to form 10-student groups and to invite students to do peer review activities within each group by using Web environments in a medium-sized course.