Comparative analysis on effect of multicultural project-based learning between universities in japan and thailand

• Autores: Eri Ota, Rie Murakami, Proadpran Punyabukkana
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 35, no. Extra 5, 2019, págs. 1466-1479
• Idioma: inglés
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• Resumen

  • The purpose of this paper is to determine trend and characteristics of engineering students’ motivation and learning outcome ofmulticultural project-based learning (PBL) between two universities in Japan and Thailand. Tokyo Institute of Technology in Japanand Chulalongkorn University in Thailand have been conducting multicultural PBL titled ‘‘Global Awareness for TechnologyImplementation in the Solving of Global Issues’’ since 2015. The program is composed of on-line group work in remote setting,and both-ways visits to and from Japan and Thailand. This paper discusses in detail trend and characteristics of motivation andlearning outcomes of multicultural PBL for students from Tokyo Institute of Technology and Chulalongkorn University. In sodoing, this paper summarizes (1) process of Multicultural PBL, (2) functions and roles of on-line tools for communication forprogram implementation, and (3) result of comparative analysis. For comparative analysis, following methods were utilized; (1) preand post survey using Likert scale, (2) content analysis using personal essays, and (3) participants observation. Based on themulticultural PBL’s objectives, five indicator-categories namely (1) global awareness, (2) multicultural understanding, (3)multicultural teamwork, (4) critical thinking, and (5) technology implementation are set. Several finding which are common tostudents from both universities for both years were observed. First, it was found out that students had high interests on going abroad before they join the program. Second, students are interested in advanced countries. Third, even before joining themulticultural PBL, students have realized the importance of respecting cultural differences. Forth, before the program, they are notyet prepared for finding solution for social issues, as wells as methods of technology localization/implementation. Fifth, afterjoining the multicultural PBL, students have increased understanding of cultural differences and knowledge on the topics related totwo countries. Sixth, students kept high motivation to visit abroad and high interest on advanced countries from the beginninguntil the end of the multicultural PBL. By assessing the motivation and learning outcome of the students from two universities inJapan and Thailand, this paper also summarized the lessons learnt and key for the success in implementing multicultural PBL.