Multicultural student group work in higher education

Metacognition in Language Learning and Teaching

“…In university college studies, it is mandatory to participate in permanent, small student groups, which also must fulfil some course assignments together. Research on multicultural group work in education tends to show both positive and more challenging effects on student learning and social interaction (Popov et al 2012). Group work can play a major role in metacognitive development as "interactions with others can provide the stimulus needed for the individual to become more aware of their cognitive processing" (Wertsch 1978, as cited in Larkin 2006.…”

“…Cooperative interaction is beneficial, inter alia, as students exchange views and argue, discuss and negotiate meaning, which promotes and develops metacognition (Zhang 2011). In a literary review, Popov et al (2012) find that multicultural groups both lead to a less ethnocentric approach and prepare for working effectively in culturally heterogeneous groups. Learning an L2 in a migrant context is partly related to socialisation into new understandings and perspectives: "bilinguals may therefore have access to different conceptual representations, experience different imagery and index more varied discourses" (Baker 2006, 163).…”

“…There is great empirical support for the positive influence cultural diversity in universities has on educational experiences that help students prepare for participation in an increasingly diverse world (Astin 1993;Bowen andBok 1998 in Denson andBowman 2013, 557). To make sure that these kinds of culturally heterogeneous groups can be a foundation for learning and social integration, both students and teachers need to be aware of the factors that impact group dynamics and thus deal constructively with challenges arising from diversity (Popov et al 2012). …”

A Literature Review and Directions for Future Research on International Student Perceptions of Online versus Face-to-Face Education: Program-centered Characteristics

“…Allen & Seaman, 2013;Fish & Snodgrass, 2014Perreault, Waldman, Alexander & Zhao, 2008;Tanner, Noser, and Langford, 2003;Tanner, Noser, Fuselier & Totaro, 2004-1;2004-2;Tanner, Noser, Totaro & Birch, 2006;Tanner Noser & Totaro, 2009). Since online courses may reach across borders, and based upon previous literature that suggests that foreign students have different needs than their Western classmates in face-to-face (FTF) classes (Selvarajah, 2006), students' cultural backgrounds affect their perception of the online learning environment (Popov et al, 2012). Prior research to study business students' perceptions found two research streams exist: student-centered and program-centered characteristics (Fish & Snodgrass, 2014.…”

“…Previous studies examined differences across cultures (Cronje, 2011;Chew & Yee, 2015;Grandon et al, 2005;Li & Kirkup, 2005;Popov et al, 2012;Popov, Noroozi, Barrett, Biemans, Teasley, Slof & Mulder 2014;Zhu, Valcke & Schellens., 2009) and within cultures (Adler et al, 2001;Chase et al, 2002;Hamdan, 2014;Okwumabua, Walker, Hu & Watson, 2010). In a recent cross-cultural comparison between Malaysian and Australian students, no significant differences in students' perceptions existed on computer usage, lecturer support, equity, student interaction and collaboration (Chew & Yee, 2015).…”