Learning Outcomes of Global Project-Based Learning: Insights From Teaching Assistants

Abstract

Global Project-Based Learning (gPBL) , hosted by Shibaura Institute of Technology, Japan, is an opportunity for students to work within a global environment. The members consisting of professors, staff, and teaching assis-tants (TAs) cooperate throughout this program. As key components of the program, TAs are responsible for preparing and supporting every activity of gPBL. This paper describes gPBL's history, activities, and learning outcomes from the TAs' perspectives. gPBL activities play an important role in boosting the participants' learning and advancing the TAs' skills from preparation to delivery and support of each activity. This research was conducted using the post-gPBL outcome assessment and questionnaire. The questionnaire was applied to assess the participants' perspectives. The results of the learning outcomes and the questionnaire responses showed that the participants managed to improve their learning skills. Notably, they managed to advance their skills in working in multicultural and interdisciplinary teams and build international friendship networks through the accomplishment of the provided group activities.