Using project-based learning as the intercultural collaboration framework for an international distance course Wei-Jane Lin Department of Intelligence Science and Technology, Kyoto University, Japan lin@mm.media.kyoto-u.ac.jp Hsiu-Ping Yueh, Ph.D. Center for Teaching and Learning Development, National Taiwan University, Taiwan yueh@ntu.edu.tw Yi-Lin Liu Department of Agricultural Extension, National Taiwan University, Taiwan d95630001@ntu.edu.tw Tetsuo Shoji, Ph.D. Academic Center for Computer and Media Studies, Kyoto University, Japan shoji@mm.media.kyoto-u.ac.jp Koh Kakusho, Ph.D Academic Center for Computer and Media Studies, Kyoto University, Japan kakusho@media.kyoto-u.ac.jp Michihiko Minoh, Ph.D. Academic Center for Computer and Media Studies, Kyoto University, Japan minoh@mm.media.kyoto-u.ac.jp Abstract: This paper describes the implementation of using project-based learning in an international distance course to support students’ intercultural collaboration. Sixty-three students with different nationalities, cultures, school traditions and professional disciplines enrolled in an applied course on educational technology, and accomplished project works together. Through the design of the PBL curriculum and implementation with great support and facilitation from instructors and TAs, observation and feedback data were collected to understand the effectiveness of this practice. Results show that students were highly motivated by the PBL curriculum design for its novelty of intercultural collaboration, well-structured presentation practices, and the achievement of team learning with the successful artifacts development. Project-based learning also proved to function well as a sound pedagogy for international distance learning context which mediated the cultural interaction. Introduction Interaction has long been a critical issue in distance education. In order to enhance the interaction, research efforts have been devoted into at least the following fields: n How to utilize communication media support? n How to implement effective instruction design? n How to engage students in meaningful group learning activities? In order to examine the above problems and solutions under better context, this study implements project-based learning (PBL) approach in an international distance course between two countries with different spoken language and culture. Based on our previous studies, we expect that by assigning students into groups of different cultural background for project-based teamwork will increase students’ motivation and willingness to collaborate; it in consequence will ensure better performance. Distance education has the unique feature of using technologies to deliver instruction and interaction. Project-based learning in international distance education context especially may encounter challenges of technology appropriation as well as cultural diversity. It is important to distance educators to ensure meaningful learning and quality interaction by encouraging intercultural collaborations among learners in PBL teams. Rationale and Purposes Project-based learning is an instructional strategy that rests on the idea of constructivism, and applies collaborative learning theory in the design of teamwork. It focuses on students being actively engaged in doing various tasks to construct their knowledge and emphasizes on the importance of teamwork and collaboration, and affords many possibilities for transforming classrooms into active learning PDF created with pdfFactory Pro trial version www.pdffactory.com