Increasing International and Domestic Student Interaction through Group Work: A Case Study from the Humanities

Autor/inn/en	Cruickshank, Ken; Chen, Honglin; Warren, Stan
Titel	Increasing International and Domestic Student Interaction through Group Work: A Case Study from the Humanities
Quelle	In: Higher Education Research and Development, 31 (2012) 6, S.797-810 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2012.669748
Schlagwörter	Evidence; Program Effectiveness; Student Diversity; Learning Strategies; Interaction; Expertise; Foreign Students; Cultural Differences; Second Language Learning; Teaching Methods; Undergraduate Students; Outcomes of Education; Power Structure; Group Dynamics; Intercultural Communication; Humanities + Suchen Sie Ihr Suchwort? Evidenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Interaktion; Expert appraisal; Kultureller Unterschied; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Gruppendynamik; Interkulturelle Kommunikation; Geisteswissenschaften; Humanwissenschaften
Abstract	This article explores the use of group work strategies to increase student interaction and learning. Despite the growing linguistic and cultural diversity in tertiary institutions, there is strong evidence of minimal interaction between "domestic" and "international" students in classrooms and in wider university contexts. This study investigates the implementation of teaching and learning strategies in an undergraduate class comprising domestic and international students from Education and Arts. The strategies relate to in-class group work, tutorial groups and assessment design. The findings indicate greater class interaction, higher satisfaction ratings and better learning outcomes as a result of the strategies. The article argues for three key features underpinning the pedagogy: where international students can work from a position of power equality in class, where both groups of students can enact the role of "experts" and where support in language and learning how to learn is embedded in assessment and outcomes. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10