To raise the academic level of a university, letting students exercise their independence and letting them study interactively among themselves are both effective and efficient. Learners often encounter incomprehensible concepts or contexts in their classes. However, by working with other students as a group and using learning facilities on campus, students are more likely to have real experiences in "understanding, being able to do, enjoying and linking up" subjects which they had previously only learned through books. The more students can have authentic, active learning experiences, the more they can become accustomed to linked learning by themselves or with others. As a consequence of nurturing students' independence of spirit and cooperativeness, their motivation to learn and academic ability are both enhanced. In addition, since tutors assist each student individually, differences in the academic abilities of students can be dealt with flexibly. Accordingly we designed and established a firm collaborative learning system between classes and the Mathematical Science Learning Center (MSLC), in which student tutors support learning, acting mainly on their own initiative. It is an efficient utilization of human resources at the university. In this paper, we examine the effects of this system using the MSLC, which was established at Meio University in 2009 for the purposes of developing academic ability in science and of creating a favorable environment for learning.
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