Abstract:

Active learning has become an essential item in recent Japanese university education. This study reports on the efforts taken to enhance interactions between diverse student groups and to foster active intercultural peer-learning in Japanese universities. This report selected two case studies, one in peer-learning within mixed groups of students on campus and the other in distant peer-learning between international and local students on two separate campuses in Japanese universities. The research focuses on examining how peer-learning can be elevated by utilizing ICT tools and translanguaging methodology to enhance interaction and information literacy. It also examines instructors’ roles in designing, implementing and evaluating interactive peer-learning and benefits and challenges of peer-learning across cultures.

Post-course surveys were conducted to collect students’ overall assessment for different variables to examine if the present application of teaching methodologies and ICT tools benefits students in their intercultural peer-learning. The survey results show that students have high satisfaction in overall class settings and intercultural learning activities. The present study indicates that the combination of interactive teaching and learning methodologies and the use of ICT tools benefits students in improving their peer-learning and information literacy.

Keywords:

Intercultural peer-learning, interaction, ICT tools, information literacy.