Basic Study for teaching method and learning environment to utilize computer network in higher education

在设备完善的庆应义塾大学藤泽正南校区，从CMC（Computer Mediated Communication）和FTF（Face-t-face）通信的组内活动、组间活动等各种角度，对“Group Communication”的入门课程进行了观察。该班于1999-2001年9月至1月共13周。1999年参加者人数为45人，2000年为62人，2001年为15人。该课程的目标是让学生通过组内和组间活动的过程，从在线和离线沟通两个方面获得有关群体沟通的人性方面的知识。向每个小组提供了一个邮件列表，作为提高环境因素作为课堂外有效的CMC小组交流的重要因素之一，不仅计算机网络系统等教育环境，而且包括学习内容和教学设计在内的教与学方法都是实现协作小组学习和分布式CSCL的关键因素（计算机支持的协作学习）更有效。它的设计应该是为了促进和激励参与者在计算机网络环境中的小组活动，结构良好的教学战略规划，如阿伦森的拼图教室，我们称之为元组会议。

The introductory course entitled "Group Communication" was observed from the various viewpoints such as intra-group activities, inter-group activities with both respects of CMC(Computer mediated Communication) and FTF(Face-t-face)communications at the well equipped dijital campus of Keio University at Shohnan Fujisawa. The class analized runs 13 weeks from September to January in 1999-2001. The number of participants was 45 in 1999, 62 in 2000 and 15 in 2001. The goal of the course for students was to acquire the knowledge on the human aspect of group communications through the process of in-group and inter-group activities with both aspects on-line and off-line communication. A mailing list was offered to each group as an learning resources for enhancing (the environmental factors )as one of for effective CMC group communications outside the classroom.Not only educational environment such as computer network system but also teaching and learning method including content of learning and instructional design are most crucial factor for making collaborative group learning and distributed CSCL(Computer supported Collaborative Learning) more effective. It should be designed in order to promote and motivate participants to group activities in computer network settings that well structured teaching strategic planning such as Aronson's Jigsaw Classroom which we call as meta-group meeting sessions.