Exploring Student Learning through International Collaborative Learning : A Text Mining Analysis of Reflective Reports with Open-Ended Responses

コクサイ　キョウシュウ　ヲ　トオシタ　ガクセイ　ノ　マナビ　テキストマイニング　ヲ　モチイタ　ジユウキジュツ　ニ　ヨル　フリカエリ　レポート　ノ　ブンセキ　カラ

ナカハシ, マホ

Nakabayashi, Maho

Center For Education In Liberal Arts And Sciences, The University of Osaka

協働

異文化理解

学び

テキストマイニング

International Collaborative Learning

Collaboration

Intercultural Understanding

Learning

Text Mining

Research Report

This study analyzes how students from diverse cultural backgrounds learned through collaboration in an international collaborative learning course conducted at University A. The analysis draws on data from students’ final reports, written in free-response format, as well as observations of participants. In particular, text mining techniques were employed to visualize trends in students’ perceptions and the relationships between key terms, thereby revealing the characteristics of their learning experiences. The results show that, while students encountered differences in values and communication styles across cultures, they developed an understanding of diversity through persistent engagement. They also cultivated mutual respect and flexible communication skills. These experiences were positioned as practical competencies applicable to future international collaborative settings, reaffirming the educational significance of international collaborative learning courses. Going forward, it will be important to create environments where more students can participate equally and to develop more effective course designs.