IJERD – International Journal of Environmental and Rural Development (2021) 12-2

Research article
erd

The Distance Learning Model on Cross-Cultural
Agriculture: A Case Study of Thai and American 4-H club
SINEENUCH KHRUTMUANG SANSERM*
School of Agriculture and Cooperatives, Sukhothai Thammathirat Open University, Nontaburi,
Thailand
Email: sineenuch.san@stou.ac.th, tukstou@hotmail.com

BUMPEN KEOWAN
Sukhothai Thammathirat Open University, Nontaburi, Thailand

BENCHAMAS YOOPRASERT
Sukhothai Thammathirat Open University, Nontaburi, Thailand

NAREERUT SEERASARN
Sukhothai Thammathirat Open University, Nontaburi, Thailand

PONSARAN SARANROM
Sukhothai Thammathirat Open University, Nontaburi, Thailand
Received 15 January 2020

Accepted 29 October 2021(*Corresponding Author)

Abstract: Learning in the digital age of the 21st century and globalization era, a knowledgebased society, expects students to master the 21st century skills or global competencies rather
than being excelled in their academic performance. The cross-cultural learning concept
supports learning in this era that focuses on the learning of diverse people and culturaldifferences by organizing mutual learning on issues of mutual interests to create wide andvaried learning in line with the needs of the learners and the current trend of global change.
This learning is also in accordance with the needs of 4-H club members that has a variety oflearning needs as well as having a variety of learning styles. The objectives of this researchwere to develop and evaluate a learning model on cross-cultural distance education inagriculture. The research and development model were used. The populations were 1) 162 4H club members from Thailand and the United States. Quantitative data were collected fromthe sample size of 75 using a questionnaire and analyzed using descriptive statistics. 2)
educational experts in Thailand and the United States. 15 experts was determined by using
purposive sampling method. Qualitative data was collected using focus group and analyzed
by content analysis. The results showed that developing a learning model according to the 4H needs included learning interest, expectation, experiences, and knowledge. The
development of a model of distance learning management in cross-cultural agriculture for 4H is divided into 4 phases as follows: seminar defining the learning model, implementationof learning model, evaluation of learning Model, and conducting seminar and summarizing
the learning model. From the evaluation of learning model regarding learning characteristics,
learning methods, learning channels and tools, learning period, learning style and learning
support, 4-H revealed that they were appropriate usefulness and satisfaction at high level andhighest level.
Keywords learning model, cross-cultural, distance education, agriculture, 4-H club

INTRODUCTION
Learning in the digital age of the 21st century and the globalization era is a knowledge-based affair.
Students are expected to master 21st-century skills as well as global competencies apart fromexcelling in their academic performance (Turiman, 2011; OECD, 2018), which is driven by creativeⒸ ISERD

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power and involves the potential of knowledge and wisdom combined with the advancement of
information and communications technology (Sanguankaew, 2008). The curriculum in the 21st
century focuses on critique attributes, interdisciplinary project-based activities, and research-driven
coursework that can connect local communities, countries and the world. Occasionally, students cancollaborate with various projects around the world using a curriculum that emphasizes advanced
thinking skills, multiple intelligence, technology and multimedia (Sangkhaphan, 2013, p. 14)
The goal of Thailand and the United States' 4-H operations is to develop and empower
agricultural youth. This was done by establishing a 4-H groups in schools to promote and encourage
4-H members to gain knowledge and technology related to agriculture, strengthen their agricultural
skills and create attitudes to passion and interest in agriculture and agricultural professions.
Furthermore, the goal is also to develop leadership, thinking, and problems solving skills that can beapplied in their life in the future, especially in globalization and in the 21st century.
The cross-cultural learning concept supports learning in the digital age, focusing on the learningof diverse groups of people and cultural differences by organizing mutual learning on issues ofmutual interests in order to create wide and varied learning in line with the needs of learners and thecurrent trends of global advancement. This learning is also in line with the needs of 4-H clubmembers that have a variety of learning needs as well as having a wider variety of learning styles
with the use of modern technology for learning. Consequently, there is a need for novel forms ofcommunication through social media, chat platforms, and bulletin boards (Weeranakin et al., 2013;
Weeranakin et al., 2014).
Distance learning can transcend geographical boundaries, differences in socio-cultural contexts,
values, and expectations of diverse educational systems, though learners may prove to be its greatest
challenge (Gunawardena, 2014). Distance education is consistent with learning management in the
21st century that focuses on self-directed learning through the use of a variety of media. Therefore,
the application of distance education concepts in cross-cultural learning management between Thaiand American 4-H clubs involves the transfer of knowledge to and between learners in each country
through various types of media, thus allowing learners to have the opportunity to continuously learn
by themselves broadly and with cost-effectiveness.
For the reasons mentioned above, the researchers developed this study. It concerns thedevelopment of learning styles that are in line with the needs of young people in the 21st century whowant to learn from a variety of media and be able to connect local communities in their country withthe world through collaboration with global projects. Moreover, the information can be synthesized
as a guideline for the development of a model for managing distance learning across cultures, in linewith the needs of young people in the 21st century.
OBJECTIVES
The objectives of this research were to develop and evaluate a learning model on cross-cultural
distance education in agriculture of 4-H clubs in Prachamongkol School and Purdue Extension.
METHODOLOGYThis research used the research and development model. Data was collected in both quantitativeand qualitative research (Creswell, 2012). The populations were 1) 112 members of the 4-H club at
Prachamongkol School, Kanchanaburi Province in Thailand and 50 members of the 4-H club of theLegacy Learning Center from Marion County under the extension services of Purdue Extension of
Purdue University, Indiana, USA., totaling 162 persons. Quantitative data were collected from thesample size of 75 using a questionnaire containing questions on a five-point Likert scale andanalyzed using descriptive statistics. The questionnaire was divided into 4 parts including general
information, the context and operating conditions of 4-H, agricultural learning management, andthe need of 4-H for cross-cultural distance learning. 2) Educational experts in Thailand and theUnited States. 15 experts was determined by using purposive sampling method. Qualitative data

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was collected using focus group and analyzed by content analysis. The research conceptual
framework as shown in Fig. 1.
The context
and operating
conditions of
the 4-H club

Agriculturallearning
managementof the 4-H club

Development of a learningmodel on cross-cultural distanceeducation in agriculture

Evaluation of thelearning model oncross-cultural distanceeducation in agriculture

1. Age2. Grade
3. Projectinterests
4. Project
expectations
5. Experiencein Agriculture

1. 4-H group
information
2. Learning
management
3. Learning
outcome4. Learning
support

1. Expectations for participationin the project
2. Learning topics
3. Leaning style and learning
methods
4. Learning channels
5. Learning duration
6. What to exchange withmembers of different cultures
7. Learning supported
8. Recommendation for the
distance learning model oncross-cultural agriculture

1. Appropriateness2. Usefulness
3. Satisfaction

Fig. 1 The conceptual framework of the research
RESULTS AND DISCUSSION
The Context and Operating Conditions of 4-H Club in Prachamongkol School and Purdue
Extension
Thai and American 4-H club context and operating conditions are as follows: 70.0% of Thai 4-H
were females with an average age of 15.02 years old, 36.0% of whom were studying in 7th grade,while 64.0% of American 4-H were females with an average age of 13.56 years with 52.0%
studying in 6th grade. Most of them were interested in joining the project to exchange cross-culturallearning. In terms of culture, agriculture and food in foreign countries, most of the expectations of
4-H members in the project were to get to know and talk to new friends, speak languages, and learn
about the culture of foreign life. Based on the findings, there can be a discussion that in term of new
generation in the 21st century, 4-H club members who want to connect the world has a variety oflearning needs, learning styles with the use of modern technology for learning such as social media.
The school should provide opportunities for student growth through exploring the global throughcollaboration with projects.
Agricultural Learning Management of 4-H club in Prachamongkol School and Purdue
Extension
Agricultural learning management of 4-H club in Prachamongkol School consisted of learning by
doing, constructivism learning, cooperative learning, learning by technology. Agricultural learning
management of 4-H club in Purdue Extension School consisted of school enrichment, special
interest programs, after school, camps and conferences. Based on the findings, there can be a
discussion that the learning management for 4-H club should get in line with the curriculum in theⒸ ISERD

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21st century that focuses on the critique attributes, interdisciplinary project-based, research-driven,and connecting local communities with countries and the world.
Development of Learning Model on Cross-Cultural Distance Education in Agriculture of 4-H
Club in Prachamongkol School and Purdue Extension
Development of learning model on cross-cultural distance education in agriculture was conducted
in 4 phases as follows: 1) seminar defining the learning model on cross-cultural distance educationin agriculture, 2) implementation of learning model on cross -cultural distance education inagriculture, 3) evaluation of learning model on cross-cultural distance education in agriculture, and4) conducting seminars and summarizing the learning model on cross-cultural distance education inagriculture as shown in Fig. 2.

Fig. 2 Development of learning model on cross-cultural distance educationin agriculture of 4-H club
The learning model on cross-cultural distance education in agriculture of 4-H club wasdesigned based on student needs such as learning topics, learning time and learning channels. Manysocial media were used for this learning model including 1) Facebook page; Thai-American 4-H,
https://www.facebook.com/thaiamerican4H, 2) YouTube; for examples, https://youtu.be/
4p1yguMWvlI, https://youtu.be/GMGP1qA8tsY, and 3) LINE application. This learning model arein line with the needs of 4-H who want to learn from a variety of media to be able to connect local
communities to the country and the world through collaboration with projects.
Evaluating of the Learning Model on Cross-Cultural Distance Education in Agriculture of 4H Club in Prachamongkol School and Purdue Extension
The evaluation of learning management model on cross-cultural distance education was to assess
the learning styles and learning methods in 3 areas which are suitability, usefulness and satisfaction.
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Each area will evaluate in 6 aspects including learning characteristics, learning methods, learning
channels and tools used in learning, learning duration, learning style, and learning support. It was
found that the evaluation of learning styles and learning methods in all 6 aspects, Thai andAmerican 4-H club considered its appropriate usefulness and satisfaction at the high to highest level(Mean ranged from 3.64-4.74) as shown in Table 1.
Table 1 Evaluation of 6 aspects of learning styles and learning methods
in appropriate usefulness and satisfaction
Issue

1. Learning style1) Student-centered learning
2) Project Based learning3) Learning by doing
2. Learning tools
1) Discussion
2) Training
3) Demonstration
4) Group activities
5) Video
3. Learning Channels
1) Facebook
2) Skype
4. Learning time1) Duration of learning throughout
4 months
2) Time to exchange
2.1) Sunday (6.00-8.00 p.m.)2.2) Monday (6.00-8.00 p.m.)
5. Learning methods
1) Large group exchange once amonth1.1) Between 4H Thai-American
1.2) In each school2) Exchange subgroups2.1) Between 4H Thai-American
2.2) In each school3) Exchange subgroups on issues ofinterest
4) Learning from project
implementation
5) Exchange using video
6) Exchange of learning throughSkype7) Sharing Learning throughFacebook
6. Learning Supported
1) Teacher Consultant
2) School administrators
3) Parents
4) Operators from Sukhothai
Thammathirat Open University5) Operators from Purdue
Extension6) Related agencies

Appropriate

Usefulness

Satisfaction

Thai 4H

AmericanThai 4H

AmericanThai 4H

American(X)

4-H ( X )(X )4-H ( X )(X )4-H ( X )

4.18
4.02
4.30

4.36
4.24
4.12

4.18
4.16
4.38

4.20
4.24
4.16

4.16
4.06
4.42

4.12
4.08
4.32

4.04
4.16
4.32
4.26
4.06

4.04
4.16
4.52
4.40
4.12

4.02
4.28
4.34
4.12
4.06

4.00
4.20
4.36
3.88
4.12

3.94
4.02
4.14
4.02
4.20

4.00
3.96
4.24
3.96
4.40

4.52
4.28

4.48
4.16

4.64
4.46

4.56
4.32

4.44
4.38

4.36
4.36

4.16

4.16

4.18

3.96

4.24

4.24

4.24
3.94

4.24
3.76

4.28
4.00

4.20
3.72

4.00
3.96

4.08
3.64

4.52
4.42

4.52
4.60

4.30
4.34

4.40
4.40

4.26
4.22

4.32
4.16

4.56
4.48

4.60
4.60

4.16
4.18

4.20
4.32

4.38
4.26

4.40
4.20

4.18

4.12

4.14

4.00

4.20

4.16

4.36

4.36

4.36

4.00

4.16

4.12

4.32

4.36

4.34

4.28

4.32

4.40

4.46

4.44

4.34

4.20

4.18

4.00

4.46

4.44

4.42

4.48

4.38

4.60

4.74
4.12
4.34

4.60
4.04
4.28

4.62
4.18
4.28

4.60
4.20
4.20

4.48
4.20
4.20

4.32
4.20
4.08

4.32

4.32

4.28

4.28

4.40

4.36

4.54

4.56

4.40

4.40

4.46

4.44

4.24

4.20

4.16

4.04

4.12

4.04

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Based on the findings, there can be a discussion that the implications of this study are for teacher
and school to provide opportunities for student growth through exploring the global throughcollaboration with projects around the world and to engage in the advancement of information andcommunication technology in learning. The learning model for cross-cultural distance education inagriculture between the 4-H club should be flexible and fit to students needs such as learning topics,
learning styles, learning methods, learning tools, learning channels, learning time and learning
supported. In order to prepare 4-H club and youth for an inclusive and sustainable world, it should
be done by preparing them with the global competencies which is the capacity to be able to examine
local, global and intercultural issues, to understand and appreciate the perspectives and world viewsof others, to engage in open, appropriate and effective interactions with people from different
cultures, and to act for collective well-being and sustainable development (OECD, 2018).
Furthermore, student should engage in the cross cultural learning to see the world and explore thedifferent cultures to be fully engaged in the experience.
CONCLUSION
The results show that in terms of the context and operating conditions of Thai and American 4-Hclub, most of them were interested in joining the project to exchange cross-cultural learning. In termsof culture, agriculture and food in foreign countries, most of the expectations of 4-H members in the
project were to get to know and talk to new friends, speak languages, and learn about the culture offoreign life. Agricultural learning management of 4-H club included learning by doing,
constructivism, cooperative learning, learning by technology, school enrichment, special interest
programs, after school, camps and conferences. Development of learning model on cross-cultural
distance education in agriculture was conducted in 4 phases as follows: 1) seminar defining thelearning model on cross-cultural distance education in agriculture, 2) implementation of learningmodel on cross-cultural distance education in agriculture, 3) evaluation of learning model on crosscultural distance education in agriculture, and 4) conducting seminars and summarizing the learningmodel on cross-cultural distance education in agriculture. The evaluation of learning management
model on cross-cultural distance education was to assess the learning styles and learning methods in
3 areas which are appropriate, usefulness, and satisfaction. Each area was evaluated in 6 aspects
including learning characteristics, learning methods, learning channels and tools used in learning,learning duration, learning style, and learning support. It was found that Thai and American 4-H clubconsidered its appropriate, usefulness, and satisfaction at the high to highest level (Mean ranged from
3.64-4.74)
ACKNOWLEDGEMENTS
Authors are extremely thanks to Sukhothai Thammathirat Open University, Prachamongkol School,
Karnchanaburi Province in Thailand, Purdue Extension of Purdue University, and The Legacy
Learning Center from Marion County, Indiana, USA. for participated this study. We would like toacknowledge to Thai-American 4-H for providing their times and share their knowledge to contribute
this research and development study.
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