The “learning” of a student in an interactive oral presentation course

SAITO Seina

doi:10.14960/gbkkg.14.85

<p>In this paper, learning is defined as the process of constructing a dialogue that causes change and new growth in the learner. Based on this definition, the paper reports on the analysis of an unseen instance of learning within an oral presentation course. The analysis focuses on a single student who, according to the teacher, was not “learning.” Assessment within the course, based on criteria set by the teacher, indicated that this learner’s oral presentation skills had not advanced. However, the results of the analysis reported here show that even a learner such as this one had learned: The student had engaged in dialogue with others, and this led to her experiencing internal change, developing new beliefs and extending her awareness. This examination reveals the dominant paradigm of the class wherein the teacher did not recognize the whole process of learning but, rather, acknowledged “learning” only on the basis of visible change in a student as shown through course activities. From the results of this analysis, the author advocates the necessity of, first, conceptualizing learning not only in terms of outcomes but also in terms of a process and, second, considering strategies that may enable teachers to observe that process in future.</p>

The “learning” of a student in an interactive oral presentation course

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