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

Factors affecting online learning, stress and anxiety during the COVID-19 pandemic in Saudi Arabia

“…While taking online classes, they have faced significant communication gaps and internet problems (Prasetyanto et al , 2022). In Japan, the findings of Ota and Murakami-Suzuki’s (2022) empirical study demonstrate that, following the shift to online education during the COVID-19 pandemic, TS have hugely supported global awareness and problem-solving. Generally, in Chile, the significant classroom problems during regular routines are problems of technology, school administration and knowledge and skills (Johnson et al , 2016).…”

“…However, there continues to be substantial gaps in the literature. First, there has been no previous empirical investigation of OL through LoTS, technical skills (LoTK) and problems; and CaAI (Khan et al, 2021;Alnusairat et al, 2021;Ota and Murakami-Suzuki, 2022;Ota and Murakami-Suzuki, 2022;Prasetyanto et al, 2022;Vachkova et al, 2022). Second, in Saudi Arabia, there are, as yet, no factors that are estimated as the university students of Saudi face the significant barriers of OL and significantly going to be the level of stress (AlAteeq et al, 2020;Elumalai et al, 2020).…”

Emerging Digital Practices Supporting Student-Centered Learning Environments in Higher Education: A Review of Literature and Lessons Learned from the Covid-19 Pandemic

“…On the other hand, other findings suggest that motivation and team productivity was impeded in the online environment due to the lack of informal interactions and discussions among group members, ultimately resulting in a shift toward cooperation rather than collaboration (Kalmar et al, 2022 ). The absence of informal interactions is also addressed by Ota and Murakami-Suzuki ( 2022 ), who suggest that it is difficult for students to share moments prior to or after the formal online class, as they would in a conventional offline class. In addition, it can be challenging in online environments for group members to make the initial connections which allow them to establish relationships and trust.…”

“…Several studies also addressed the potential of blended, hybrid, or inverted learning approaches in a post-pandemic era (Latorre-Cosculluela et al, 2021 ; Ota & Murakami-Suzuki, 2022 ; Kalmar et al, 2022 ). These approaches may support students in developing skills such as creativity, critical thinking, communication and collaboration, and improve their self-efficacy by developing their self-directed learning and self-learning skills (Latorre-Cosculluela et al, 2021 ; Cho & Kim, 2021 ; Velaora et al, 2022 ).…”

“…Beyond the online components of blended learning, the planning of physical on-campus sessions may strengthen the sense of community and increase unplanned socio-emotional interactions and peer feedback (Kalmar et al, 2022 ). Furthermore, knowledge acquisition and knowledge sharing can be supported by a combination of asynchronous and synchronous online learning activities (Ota & Murakami-Suzuki, 2022 ).…”