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.
Highlights
One of the important roles for higher education institutions is to grow human resources contributing to the future well-being of society
Taking into consideration the needs of pedagogical research, this paper aims to elucidate the learning process of online problem-based learning (PBL) for students to equip engineers with basic global competencies, which are global awareness, problem-solving and finding, and multicultural understanding and communication
Considering the experiences authors faced during the COVID-19 pandemic, it is assumed that “global education” can be implemented anywhere and anytime
Summary
One of the important roles for higher education institutions is to grow human resources contributing to the future well-being of society. In promoting sustainable development by tackling global issues, the involvement of various stakeholders is necessary Many studies such as that by Chin et al insist on the role of engineering education in promoting sustainable development [2–5]. Allan and Chisholm insist that engineers should develop global competencies such as embracement of ethics, presentation of empathy, critical thinking, development of culturally appropriate relationship, utilization of information and communication technology (ICT), ability to work within inter and transdisciplinary systems, and interacting interpersonally under culturally/ethnically/linguistically different situations [6]. It is expected that through PBL, students will be brought up with skills related to effective communication, critical thinking and analysis, and lifelong learning development [20–22]. Studies suggest that using mobile technologies for culturally responsive PBL is a powerful and unique way to prepare students for the four Cs: critical thinking, communication, collaboration, and creativity [19]. According to Du and Kolmos as well as Voronchenko et al, multicultural PBL is beneficial because it would motivate students to further increase their levels of interest in topics, initiate conceptual change, bring cognitive engagement, and develop respect and acceptance, as well as tolerance to others [18,26]
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