National Institute of Technology, Matsue CollegePosition –
This study examines individual learning and group interaction in our presentation activities to enhance group activities leading to more cooperative learning. We have positioned group presentations as part of the curriculum for the 2020-2022 academic year English classes for third-year students of technical college and have reflected on them with a reflection sheet based on the perspective of "independent, interactive, and deep learning (active learning)" (MEXT, 2017, 2018). We attempt to improve the class to enhance its group activities for more cooperative learning. From among forty-two groups, one presentation group with the highest values for our reflection sheet responses was selected through the 2022 practice. We analyzed their group interaction qualitatively referring to their reflection sheet responses. The following are the results: 1) This group had active communication and tried to fulfill their responsibility as a group to get all five members together to communicate, which resulted in high values for reflection. 2) Consideration should be given to students who are not fully aware of their specific roles, such as Students D and E. This is because, although they participated in the group discussion, they may not have been aware of their specific roles and responsibilities as individuals. 3) Only three of the five members responded with an evaluation of the group activity, which suggests that our reflection sheet needs to be improved in this regard. By dividing the free-response section of the reflection sheet into "Reflection as an Individual" and "Reflection as a Group," it may be possible to have the participants analyze the group activities themselves.