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Effects of Online Problem-Based Learning to Increase Global Competencies for First-Year Undergraduate Students Majoring in Science and Engineering in Japan

Author

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  • Eri Ota

    (Center for International Education, Tokyo Institute of Technology, Tokyo 152-8550, Japan)

  • Rie Murakami-Suzuki

    (Center for International Education, Tokyo Institute of Technology, Tokyo 152-8550, Japan)

Abstract

The purpose of this paper is to assess learning outcomes and the process of developing skill sets of online problem-based learning (PBL) for students majoring in science and engineering at a technical university in Japan. PBL course for first-year undergraduate students was organized with international students as teaching assistants (TAs) to find issues and solutions of the target countries. Due to the effects of COVID-19, the course was completely shifted online in the 2020 academic year. Topics selected by group members were all in line with sustainable development goals (SDGs). Three skill sets to be developed through this PBL course are global awareness, problem-solving and finding, and multicultural communication and understanding. A series of analyses on text mining and content analysis was conducted of essays and reports submitted by students registered for the course. This paper summarizes the structure and pedagogy of the course, research methods, research results and reasons for findings. Research results indicated that all three skill sets were well developed in students through this online PBL course by conducting a study of selected countries with group members, carefully listening to other groups’ presentations in the class, conducting data analysis and online interviews, and communicating with TAs in English. Based on the findings, efforts to maintain quality education in conducting online PBL are also discussed.

Suggested Citation

  • Eri Ota & Rie Murakami-Suzuki, 2022. "Effects of Online Problem-Based Learning to Increase Global Competencies for First-Year Undergraduate Students Majoring in Science and Engineering in Japan," Sustainability, MDPI, vol. 14(5), pages 1-19, March.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:5:p:2988-:d:763785
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    References listed on IDEAS

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    1. José M. Coronado & Amparo Moyano & Vicente Romero & Rita Ruiz & Javier Rodríguez, 2021. "Student Long-Term Perception of Project-Based Learning in Civil Engineering Education: An 18-Year Ex-Post Assessment," Sustainability, MDPI, vol. 13(4), pages 1-16, February.
    2. Sanita Baranova & Dita Nīmante & Daiga Kalniņa & Alise Oļesika, 2021. "Students’ Perspective on Remote On-Line Teaching and Learning at the University of Latvia in the First and Second COVID-19 Period," Sustainability, MDPI, vol. 13(21), pages 1-14, October.
    3. Radovan Madleňák & Stephen P. D’Alessandro & Agostino Marengo & Jenny Pange & György Iván Neszmélyi, 2021. "Building on Strategic eLearning Initiatives of Hybrid Graduate Education a Case Study Approach: MHEI-ME Erasmus+ Project," Sustainability, MDPI, vol. 13(14), pages 1-13, July.
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