摘要：Recently, the severe disparity between the academic abilities demanded by higher education and the basic academic abilities that students actually possess has come to be regarded as a major problem. This situation is increasing the need for learning support for students outside of a formal classroom setting. As a result, both in Japan and abroad, the practice of peer tutoring has been garnering considerable attention. This study involved the establishment of a learning support organization, mainly managed by students themselves, called the "Meta Learning Lab." This space was to be devoted to peer tutoring activities geared towards meta-learning ("learning how to learn") by students. To that end, at the preparatory stage we implemented tutor training and designed the learning space, and then implemented the actual peer tutoring. The tutors were encouraged not to provide the answers to problems, but instead, by questioning the learners, seek to facilitate discovery by the learners of problems with their own methods of learning. The result of this tutoring, as the learners themselves testified, was heightened meta-cognition of their own learning methods on the part of the students, as well as enhancement of their desire to learn.
