A Study of Online Debate Classes on Regional Understanding: Focusing on Collaborative Learning with ICT Tools

Abstract

This study aims to examine learning support policies using ICT tools in remote debate learning with the theme of regional understanding, report the practice, and compare the educational effects with those of face-to-face lesson. The study recruited third-year compulsory courses in 2019 (face-to-face class) and 2020 (distance class), which was affected by the spread of COVID-19. These courses were conducted at an engineering college in Fukuoka Prefecture, Japan. We use the online white board Miro and construct a group work support policy using ICT tools as follows: (a) the results of collaborative work are accumulated in the same space, (b) interaction between students is promoted and visualized, (c) interaction between groups is promoted, and (d) the results of collaborative work could be viewed/edited at all times. The result of factor analysis and its subscale score comparison of the student questionnaire, which were conducted after the lesson, pointed to positive results for distance lessons than for face-to-face lessons in relation to three factors, namely, communication skill self-efficacy, lesson affirmation, and stress, from collaborative work.