紀要論文

Engaging Japanese University Students in Online Project-Based Learning

eng

09112030

https://doi.org/10.15002/00025114

法政大学多摩論集編集委員会

38

1

26

2022-03

Version of Record

The sudden switch to online learning during the coronavirus pandemic presented enormous challenges to universities. Ensuring that students are as motivated and engaged as possible in online learning environments depends heavily on course design and the technology used, both of which can be unfamiliar to students and teachers. This paper examines the use of online Project-Based Learning (PBL) as an approach to engaging students in teams across a 14-week course taught entirely online. 35 students created their own team business websites (in Japanese) to help other students during the pandemic. The data collected showed that students made great efforts to communicate with their teams and work on their projects both in and out of class time. They generally reported enjoyed undertaking the project and valued it mainly for helping them learn business management skills and for being able to communicate well with other students. However, issues with using the technology to complete projects and communicate within teams, a lack of effort by some team members, and confusion with how to spend time on projects were reported. A discussion of these factors and recommendations for further engaging students in online university course projects are given.

Article

AN10005584