International Collaborative Project-Based Learning: How Did US and Japanese Students Learn Together at a Distance When Supported by ICT?

  • Kenichi KubotaEmail author
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 10309)


Technological advancement, for example Web 2.0, has supported new learning paradigms such as blended, distance, collaborative, and cross-cultural learning. However, instructional methods in Japanese universities are still traditional. ICT, as a collaborative media incorporated into learning activities, is a possible direction for 21st century education. The author introduces two cases of distance collaborative learning between University of Hawaii campuses in Honolulu, USA and Kansai University, Osaka, Japan. The first case is a year-long program for undergraduate students studying environmental science. Starting with video conferencing between US and Japan, the students became acquainted with each other. Then, Japanese students visited Hawaii and worked together to investigate invasive algae along the seashore. Next, US students came to Japan to study a “Satoyama” ecosystem. This program consisted of both distance and face-to-face collaboration to prepare reports and produce video products. The second case is a semester-long graduate course. Japanese and US students collaboratively produced short video programs while working in teams at a distance. Teams from both countries encountered difficulties, but overcame them at the end of the program. Overall, most students were satisfied with their collaborative experiences.


Project-based learning Web 2.0 Environmental science Invasive species International collaboration 


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Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

  1. 1.Kansai UniversityTakatsukiJapan

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