2021 Volume 12 Issue 2 Pages 182-188
Learning in the digital age of the 21st century and globalization era, a knowledge- based 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 cultural differences by organizing mutual learning on issues of mutual interests to create wide and varied 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 of learning needs as well as having a variety of learning styles. The objectives of this research were to develop and evaluate a learning model on cross-cultural distance education in agriculture. The research and development model were used. The populations were 1) 162 4- H club members from Thailand and the United States. Quantitative data were collected from the 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 4- H needs included learning interest, expectation, experiences, and knowledge. The development of a model of distance learning management in cross-cultural agriculture for 4- H is divided into 4 phases as follows: seminar defining the learning model, implementation of 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 and highest level.
