‘I know the type of people I work well with’: student anxiety in multicultural group projects

Strauss, Pat; Alice, U; Young, Stuart

doi:10.1080/03075079.2010.488720

Cited by 65 publications

(49 citation statements)

References 46 publications

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“…Especially when it comes to discomfort with working in groups, other studies have shown that initial discomfort (here associated with surface approaches to learning) may be overcome, which can subsequently lead to enhanced performance in groups (Strauss et al, 2011), and perhaps to an increase in deep approaches to learning. Again, however, this implies that striking the right balance in the make-up of groups for social comparisons and learning is crucial.…”

Section: Implications For Nursing Educationmentioning

confidence: 99%

The interrelationships between student approaches to learning and group work

Beccaria¹,

Kek²,

Huijser³

et al. 2014

Nurse Education Today

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Keywords:Nursing education Group work First-year experience Student approaches to learning Background and Aim: As part of the process of nursing students becoming 'work ready' within future health care teams, students need the skills to work collaboratively. In higher education, establishing group work assignments is a teaching method to develop group work skills. Not only is group work an important teaching method to develop effective group work skills but it is also used to activate deep learning. However, to date, there has been a lack of research on the impact of group work on student approaches to learning. This study aimed to examine the interrelationships between students, group work characteristics, and their approaches to learning. Design and Participants: A survey design was used, before and after a targeted academic skills development intervention, which had a specific focus on the development of group work skills. The sample involved first year undergraduate nursing students undertaking a Bachelor of Nursing programme at a regional university in Australia. A total of 92 students completed the pre-survey, and 102 students completed the post-survey. Method: Data were collected using quantitative surveys. Results: Metacognitive awareness was found to best predict a deep approach to learning. Young age and experiencing discomfort in group work were two predictors of a surface approach to learning. Conclusion: Findings indicate that nurse educators should develop strategies that support students' metacognitive awareness in relation to group work, and also support those students who feel less comfortable in working with others.© 2014 Elsevier Ltd. All rights reserved. IntroductionDeveloping group work skills amongst students is seen as crucial, not only within university and professional contexts, but also more broadly as part of lifelong learning (Lizzio and Wilson, 2006;Noonan, 2013). Undergraduate nursing students need to develop a range of skills that relate to being an effective group member in the university environment, and as members of health care teams in clinical settings to deliver effective and safe patient and family care (Chapman, 2006;Oldenburg and Hung, 2010;Rossen et al., 2008). National Competency Standards for Registered Nurses form the foundation for undergraduate nursing programmes to deliver graduates that contribute to quality nursing care through lifelong learning and professional development of themselves and others, and who demonstrate professional practice aligned with the health needs of the population (Nursing and Midwifery Board of Australia, 2013). To contribute to achieving these goals, it is common for nursing educators to use group work, particularly with first-year students, as a means to develop effective group work skills and deep learning from the beginning of their studies.Supporting the development of these skills early on in a programme of study has the potential for higher student satisfaction and may lead to better group work outcomes (Bonanno et al., 1998;Burdet...

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Section: Implications For Nursing Educationmentioning

confidence: 99%

The interrelationships between student approaches to learning and group work

Beccaria¹,

Kek²,

Huijser³

et al. 2014

Nurse Education Today

View full text Add to dashboard Cite

show abstract

“…In the present study, self-selection of groups minimised the risk of anxiety and possible resentment that is associated with lecturer-assigned group determination (Strauss, U-Mackey, and Young 2011). The small group size also aimed to minimise the risk of free riders.…”

Section: Group Formationmentioning

confidence: 96%

“…Although the issue of group formation has been addressed widely in the literature, there is a lack of clarity as to the benefits of self-selection as opposed to pre-determined group allocation (Strauss, U-Mackey, and Young 2011).…”

Section: Group Formationmentioning

confidence: 99%

Student attitudes to blogs: a case study of reflective and collaborative learning

Jackling

Natoli

Siddique

et al. 2014

Assessment & Evaluation in Higher Education

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The aim of this study is to evaluate the capacity of an e-learning tool (blog) to facilitate reflection among students as part of collaborative group learning. The paper provides insights into student attitudes towards blogs as an interactive and reflective learning tool. Additionally, the study highlights the differences between domestic and international student attitudes towards reflection as part of collaborative learning in groups. The results indicate that international students consistently viewed the use of e-learning tools more positively than domestic students. For educators, the results provide direction in terms of enhancements to assessment tasks incorporating e-learning, including the professional development of staff to address the rapidly changing learning environment.

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“…Group work has been seen in literature as a troublesome area of connection or disconnection between domestic students and internationals, where there may be mismatched understandings of how to work in a group setting, or a degree of disrespect on the part of locals for the ability of international students to contribute value to the group (e.g., Holmes, 2000;Leki, 2001;Strauss & U, 2007;Strauss, U, & Young, 2011;Wright & Lander, 2003). That was clearly a fear for the student in relation to this group assignment.…”

Section: Mixing Values In a Pedagogical Spacementioning

confidence: 99%

Being Chinese or Being Different: Chinese Undergraduates’ Use of Discourses of Chineseness

Skyrme

2014

Front Educ China

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Myths about "the Chinese learner" developed from an outsider perspective abound in the Western world. The focus of this article, however, is how discourses of Chineseness were used by the Chinese international students themselves who, as undergraduate students in a New Zealand university, were the subjects of my doctoral research. It examines the students' notions of Chineseness and how these served in explaining their own narratives, either through identifying with, or distancing themselves from, "Chinese" traits, indicating alternatively a shared experience of the challenges of the new academic culture, or marking themselves out as having a special ability to thrive within it. Whichever way they used them, the discourses seemed to serve a purpose of fortifying their sense of identity and membership. By the end of their study, they were able to reflect carefully on their experiences and discuss new third space identities in which both Chinese and New Zealand values were forging new realities for them.

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‘I know the type of people I work well with’: student anxiety in multicultural group projects

Cited by 65 publications

References 46 publications

The interrelationships between student approaches to learning and group work

The interrelationships between student approaches to learning and group work

Student attitudes to blogs: a case study of reflective and collaborative learning

Being Chinese or Being Different: Chinese Undergraduates’ Use of Discourses of Chineseness

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