7: 60-72 (2018)
* PBL (Problem-Based Learning) PBL PBLPBL Problem-Based Learning
n.d.
1
12
3
IT
2009
2010
4
PBL
2013
2010
2015
2012
2011
1
3
2015
2017
PBL
2011
2004
2006
2010
2015
2015
2009
2010
3
2012
1
3
2015
3
2013
2011
1
3
2007
3
3
1
PBL
3
Policy Formation for Urban Development and Tourism
City in Osaka
2
2017
12
13
12
1
35
1
1
4
1
40
2
3
40
3
5
3
1
*
t
*: p<0.10, **: p<0.05, ***: p<0.01
Much 4
Very much 5
4
0.5
1.0
5
Much worse 1
Worse 2
Same 3
Better 4
Much better 5
6
7
3
7
4.00
better
4.00 better
2
8
*
PBL
Difference between Time-point Self-Evaluation and Reflective Self-Evaluation of
Fundamental Competencies for Working Persons :
A Case of a Short-term International PBL Training for Thai Undergraduate Students
Yusuke Toyoda
Abstract: Many universities are promoting human development by cultivating abilities to find problems and provide solutions toward the problems through short-term site-visits and surveys as PBL (Problem-Based Learning). This trend can be seen many parts of the world such as Europe, America and Asia. Fundamental Competences for Working Persons is an indicator of the human development as it is generic to be applied for a variety of societies and themes, that is defined as the basic abilities required in working together with various people in the workplace and in the local communities. Targeting undergraduate students who participated in a short-term international PBL training, this study first found that each competency factor was enhanced though the training from the results of both the time-point self-evaluation and the reflective self-evaluation. However, it demonstrated that the time-point self-evaluation showed more enhancement in Ability to Step Forward and Ability to Think Through, while the reflective self-evaluation provided an evidence of the further
improvement in Ability to Work in a Team. From this contradiction, the study poses a challenge to pursue an appropriate methodology of evaluation.
