@article{oai:sakuranoseibo.repo.nii.ac.jp:00000175,
 author = {加藤, 竜哉 and カトウ, タツヤ and 後藤, 真 and ゴトウ, マコト and Kato, Tatsuya and Goto, Makoto},
 issue = {39},
 journal = {桜の聖母短期大学紀要, Bulletin of Sakura no Seibo Junior College},
 month = {Mar},
 note = {pdf, The present article describes a method for enhancing peer collaboration and active participation among college students through an alternative Co-Active Poster Session（ C.A.P.S.） in an educational setting. The authors set four criteria to define an “effective” peer collaboration-focused poster session: It minimizes the necessity of creating a neatly designed poster which often requires time-consuming preparation; It reduces a presenter’s emerging emotional pressure by liberating him/her from having to give a well-organized speech in front of an audience; It allows the audience to ask questions anytime during the session without hesitation; It enhances the dynamics of continuous discussion among all the participants. Three different kinds of educational workshops were conducted in 2014 to compare C.A.P.S. with traditional, presentation-focused poster sessions. The qualitative review of 116 participants’ written reflections suggested that C.A.P.S. met all four of the criteria listed above and showed the potential of this co-active learning method.},
 pages = {25--41},
 title = {アクティブ・ラーニングにおける新たなポスターセッションの提案},
 year = {2015}
}