Now showing 1 - 2 of 2
ItemUsing video sharing for learning Japanese based on Community of InquiryTOYODA, E ; Harrison, R (National University of, 2014)This paper reports on a collaborative project using online blended learning based on Community of Inquiry. Undergraduate students in Australia created videos, on contemporary issues in Japan, and uploaded them on YouTube, where they were commented on by postgraduate trainee teachers in Japan. The results of a data analysis using Community of Inquiry framework showed that, on one hand, the Melbourne students were mostly positive about opportunities to interact with students in Japan. On the other hand, the Kobe students, although recognizing the benefits of blended learning, were critical of the project in terms of issues related to their own feedback and over the project management. Thus, the CoI analysis, when it was conducted in separate settings, revealed that the two groups of participants in the same project perceived it very differently, and allowed us to see the issues across the project as a whole. We suggest that the CoI framework needs to be modified, if it is used to evaluate collaborative blended learning that involves more than one learning environment.