Characteristic of the Feedback on the Lesson Plans Review Using the Collaborative Function

For Instructional Situations by Middle-Aged Teachers to Young Teachers

Abstract

We conducted a study of lesson plans using the collaborative editing function in the cloud. In the process of revising the study guide created by young teachers with advice from middle-aged teachers, this study investigated the merits of the collaborative editing function as perceived by young and middle-aged teachers, as well as the demerits of the conventional review process without the collaborative editing function. The results suggested that young and middle-aged teachers mentioned the visibility of the review process as the merits of the collaborative editing process. And young teachers mentioned time and mentors, and middle-aged teachers mentioned the focus of the topic. On the other hand, as the demerits, young teachers mentioned the difficulty of writing and exchanging non-literal information. Middle-aged teachers had individual differences in the demerits they felt. The results suggest that there are both similarities and differences in the merits and demerits that young and middle-aged teachers perceive in the review process.