Asian students’ perceptions of group work and group assignments in a New Zealand tertiary institution

This study, conducted in 2005 in a New Zealand tertiary institution, examines Asian students’ perceptions of the much‐promulgated cooperative learning concepts in the form of group work and group assignments. Twenty‐two Asian students participated in one‐hour individual face‐to‐face semi‐structured interviews. The study found that Asian students valued highly the significance of classroom group discussions where they could interact with students from other cultures and backgrounds, improve their English‐language skills, enhance their cultural understanding and provide them with opportunities to make friends. However, they held intensely negative views about group assignments that required students to complete a project as a group with shared marks determined by the performance of the group. Contributing factors affecting group dynamics included members’ attitudes and willingness to cooperate and contribute as a team, the composition of the group, students’ competing demands on students’ time and attention, heterogeneity from the natural abilities of students, and the varying cultural values and beliefs held by group members. Most Asian students felt disheartened and helpless at having to complete mandatory group assignments. The study suggests that cooperative learning has its strengths and weaknesses. Students’ needs, interests, cultural values, and teaching effectiveness should be considered as a priority in teaching in tertiary institutions.     

The National Health Act

Abstract

While increasing enrolments of international fee-paying students are a feature of the current Australian tertiary system, little research has been undertaken relating to international students studying social work. A national survey of all accredited BSW programs within Australia was undertaken in 1997 with regard to the demographic profile of international students, current provisions for them and perceptions of educators about relevant issues for consideration. The findings of this survey are presented here. Fee-paying international students represented a small proportion of total enrolments within Australian BSW programs in 1997. While educators perceived that these students did have particular educational and social challenges within Australian social work programs, few special considerations were afforded to them, although the literature would encourage us to consider this. Issues relating to the social and cultural construction of Western social work education are discussed, as well as the cultural relevance of Australian social work education for international students intending to practise social work in their countries of origin.     

Carl L. Becker and Secondary Social Studies

The author discusses how high school social studies teachers can have their students investigate local history topics and share their findings by producing Web pages, using a cooperative learning structure. The author discusses his firsthand experiences using this approach with high school students at Warrensburg High School. He emphasizes the need to rethink how technology is being used in the social studies classroom—in particular, by having students share their local history findings with others beyond the walls of the classroom rather than being passive learners with the Internet. In addition, he emphasizes the benefits of having students work together to collaboratively construct knowledge using technology—specifically, by using the PIES cooperative learning structure to ensure there is positive interdependence, individual accountability, equal participation, and simultaneous interaction among group members. Examples of Web pages, produced by his students using the PIES cooperative learning structure, are discussed in the article.     

Developing intercultural competence of teachers of English as a foreign language through an international project

This paper reports an international project which took place at Nicolaus Copernicus University, where students and teachers from four European universities met for a two-week summer school. The main objective was to develop intercultural competence of teachers of English as a foreign language and their ability to demonstrate this skill during an English lesson. The paper depicts the tools implemented in the project and shows how they affected the learning outcomes by presenting the students’ and teachers’ perspectives.     

Family Law and Foster Care

Abstract

There are challenges associated with teaching family law and public policy; however, cooperative learning, a recognized teaching strategy that serves to enhance students' overall development, including academic, cognitive, and social growth, can be used successfully to teach this subject matter. In this paper, we describe how we taught students about some aspects of qualitative research methods, foster care policies, and pertinent family law concepts and practices; this was done through the initiation of a research team of undergraduate and graduate students. We explain the development of a cooperative research team, and the methods used to teach family law, using foster care as a context. The observed outcomes for students and faculty members are offered to readers.     

Placement Educators’ Experiences and Perspectives of Supervising International Social Work Students in Australia

International social work students in Australia have reported difficulties in finding quality placement opportunities and dealing with issues such as language and cultural barriers. While placement issues have been mostly investigated from a student perspective, this study explores the experiences and perspectives of placement educators towards supervising international social work students. It draws on an online survey of 83 placement educators working for an Australian university. The majority of placement educators reported that they supervised international students differently to domestic students. These differences were negatively framed as challenges involving students’ language competence, their understanding of cultural norms, and knowledge of Australian welfare systems. This framing implies that cultural and linguistic differences between international students and placement educators are viewed in terms of student deficiency rather than as a positive opportunity for mutual learning and professional development.     

Intangible culture,cooperation and intercultural dialogue among university students

This paper focuses on intercultural competence and dialogue across cultural borders between university students from different Portuguese‐speaking countries. Various principles and strategies for intercultural education are summarised, and the project cultures@esec, based on such principles and strategies, is described. The project was focused on cultural heritage. The identities of African students and the intangible culture were also explored. Part of the project involved frequent contacts between domestic and international students, cooperation under equal‐status conditions, joint decision‐making and active learning. Results show that sharing knowledge and ideas, and working under pleasant learning conditions, can help reduce cultural barriers and prejudice and contributes to intercultural sensitivity and competence.

Este artigo centra‐se na competência intercultural dos estudantes universitários de países lusófonas e no diálogo entre culturas. São identificados, de forma sumária, alguns princípios e estratégias de educação intercultural e apresentado o projecto cultures@esec, que se baseia em tais princípios. O projecto esteve orientado para a valorização da herança cultual dos estudantes africanos e respectivas identidades e explorou a cultura intangível dos seus países. O trabalho desenvolvido implicou frequentes contactos entre os estudantes nacionais e estrangeiros, decisões conjuntas e cooperação em igualdade de estatuto. Os resultados mostram que partilhar conhecimentos e ideias e trabalhar em condições de aprendizagem agradáveis ajuda a quebrar barreiras culturais e a combater o preconceito e estimula a sensibilidade e a competência intercultural dos estudantes.     

Bringing experiential educational groups to the United States: an analysis of group development in an international travel and study program

International exchanges and travel and study projects have been gaining popularity in many fields including social work. Embedded in a group context, the success of these initiatives depends heavily on the group process of all members involved. This article analyzes the impact group dynamics have on an international travel and study project that brought 11 doctoral students and their dean from Ethiopia for a one-month experiential education program. A model of group development, which emphasizes behavioral outcomes in groups (forming, storming, norming, performing, and adjourning), is presented as an organizing framework. The discussion draws on a qualitative analytical study, which revisits Tuckman's model, and proposes a revised model that defines group development stages by individual, group, purpose, and work concerns that drive conflict throughout all group stages. Implications for social work education include de-emphasizing stages of group development, being mindful about what is known about small groups, and improving empirical research and training for leading international groups.     

Reducing the cultural divide among U.S. and Mexican students through application of the contact hypothesis

Mexico and the U.S. are closely associated by commerce, culture and family ties. Despite the geographical proximity and the long-standing socio-political history between the two countries, there is limited understanding of cultural differences and similarities. A unique study abroad programme for U.S. and Mexican students was developed based on the contact hypothesis for reducing prejudice and creating stronger intergroup relationships. Students were recruited from a Mexican and a U.S. university for this project. Based on key principles inherent in intercultural education, students were provided with lectures, group projects and opportunities for shared living. They were merged for cultural experiences both in the U.S. and Mexico, including a three-week service learning project in two impoverished Mexican communities. Participants gained practical language skills and a more comprehensive understanding of Mexican migration. The programme also helped reduce cultural stereotypes and demonstrated the benefits of working toward collective goals. Shared experiences for students from diverse cultures hold promise for creating meaningful social integration and fostering international partnerships opportunities for higher education institutions.     

Students and Refugees Together: Towards a Model of Practice Learning as Service Provision

Between 2001 and 2003, 14 assessed placements were provided for social work students through students creating a ‘virtual’ agency offering a service to refugees and asylum seekers. Drawing on research in progress regarding a unique project in South West England, this paper explores an inclusive model that creates a context for students to integrate theory and practice at the cutting edge of professional practice.

The START project is a service to refugees and asylum seekers, a group that experience acute social exclusion and media‐induced hostility, provided for two years entirely by students as part of their professional course requirements. Holistic, needs‐led assessment, cultural sensitivity and advocacy by students allow families and unaccompanied minors to access otherwise inaccessible resources.

In the current context of changing arrangements for practice assessment, emphasis on multi‐disciplinary learning and service user involvement, this offers an alternative to the ‘apprenticeship’ model for students in developing a secure professional identity. Student learning is framed as contribution rather than burden in the organisational and employment arena and service‐user outcomes have been dramatic. The focus of this paper is on the educational impact from the perspectives of students and practice teachers and an alternative model of practice learning.     

合作学习教学模式在网球教学中的实验研究

通过对网球合作学习教学模式的实验研究,发现合作学习教学模式比常规网球教学模式更有利于提高学生的理论水平,增强学生发现问题、分析问题、解决问题的能力;对改善同学关系、建立师生融洽关系及提高网球学习兴趣有明显促进作用;更有利于提高学生的合作意识、创新意识,促进学生积极主动学习与交流,从而促进网球教学质量的提高。     

Twenty-first century learning in states: the case of the Massachusetts educational system

A current crisis in education is leaving students less prepared to succeed in the working world than any generation before them. Increasingly complex external, nonacademic pressures have an impact on many of today's students, often causing them to drop out of school. Only 76 percent of Massachusetts high school students graduate, and only 29 percent earn a college degree. National figures are worse. Most educational institutions share a common goal to support students in becoming skilled, productive, successful members of society, but the author argues that this goal is not being met. Despite the constant changes in the world, educational practices have remained static. Most public schools are not adapting to meet the shifting needs of students. Universities are not able to prepare the right mix of prospective employees for the demands of the job market; for example, schools are graduating only 10 percent of the needed engineers. Institutions of higher learning cannot keep up with employers' needs in an evolving global market: strong math, science, and writing abilities; critical thinking skills; and the ability to work in teams. The author draws on exemplary efforts at work in his home state of Massachusetts--whose improvements in student achievement outcomes have been some of the best in the nation--to suggest there is promise in twenty-first century learning. Middle school students involved in a NASA-funded project write proposals, work in teams, and engage in peer review. Older students participate in enhanced, hands-on cooperative school-to-work and after-school programs. Schools are starting to offer expanded day learning, increasing the number of hours they are engaged in formal learning. Yet such programs have not reached significant levels of scale. The author calls for a major shift in education to help today's students be successful in the twenty-first century.     

Overcoming barriers: engaging younger students in an online intercultural exchange

This paper reports on a small-scale project involving an online school exchange between two classes of 12-/13-year olds located in the North of England and the Ruhr area of Germany. The overarching aim of the project was to develop intercultural understanding in foreign language learning through communication in an online environment. Analysing data from website posts, lesson observations, student questionnaires and interviews, the paper investigates the extent to which the project realised this goal, and examines emerging practical and pedagogical issues. Comparing the processes and outcomes of this project in secondary education to similar projects in Higher Education (HE), the research found that the young people learnt more than older students about cultural similarities than differences. They were thus less likely to be party to cultural misunderstandings, developing friendly relationships and openness towards a people of a different culture. However, their failure to notice differences may have been due to a lack of in-depth discussion and absence of more demanding student tasks. The paper concludes that in order to develop more sophisticated intercultural learning, expertise derived from telecollaboration in HE needs to be adapted to the lower secondary school context, drawing particularly on auto-ethnography and ethnographic interviewing.     

Differences in health determinants between international and domestic students at a German university

The authors used a standardized questionnaire to survey 201 international and 193 German students at the University of Bielefeld, Germany, to determine differences in health practices between the 2 groups and to identify targets for health-promoting interventions. Multivariate logistic regression models revealed that long-term female international students (those whose duration of residency in Germany was more than 2 years) had lower levels of physical activity and alcohol consumption than their German counterparts and higher rates of smoking independently associated with international citizenship. Short-term international female students were less likely than German students to receive social support. Among men, long-term international student status was associated with daily smoking and inconsistent seat belt use, whereas short-term student status was associated with a lower rate of seat belt use, a higher level of perceived stress, and a healthier diet, compared with domestic students. Findings from the study could give rise to health-promotion activities for international students at German universities; additional studies at other European universities are necessary before making further recommendations.     

Trajectories of adjustment of international students: U‐curve,learning curve,or Third Space 1

International students may need to adapt their approaches to learning and their views of themselves as learners in their new situation. The research reported on in this paper concerns a pre‐sessional English for Academic Purposes (EAP) course for international students entering Higher Education in the UK—mostly Masters students entering a Business School—having a focus on assisting change rather than addressing deficit. Theories of cultural adaptation—U‐curve and learning curve—are discussed in the light of theories of place and space taken from phenomenological geography, and of identity and ‘third space’ taken from cultural studies. The seminar—as this is understood in UK Higher Education—is described as an existential space, and reflective accounts of international students are analysed to see how these narratives both record and create their varying feelings of identifying with the epistemological requirements of seminars. The conclusions drawn are that interventions should be designed to encourage reflective learning, should accept that hybridity rather than complete acculturation is the most likely result, and that synergy—combining elements of different epistemologies—could become a target for all universities.     

Billy Breaks the Rules

ABSTRACT

Two Web-based forums for discussing diversity issues were evaluated as part of graduate social work education. Data included surveys from 91 students as well as aggregate Web use information. Outcomes included perceived learning benefits related to cultural competency, improved relationships and benefits of anonymous vs. identified participation in the forums. We found that (1) 75% of the students reported benefits related to learning cultural competency; (2) just over 60% experienced positive impacts on relationships with classmates; (3) 54% believed anonymity improved honesty during forum dialogues; however, students who participated in the author-identified forums perceived significantly more perceived learning benefits related to cultural competency than those who participated in the anonymous forums; and (4) over one-third of students improved their perceived technological competence as a result of participating in the forums. We conclude that online forums can serve as a useful adjunct to achieving cultural competency among social work students.     

Across continents or across the street: using local resources to cultivate intercultural awareness

This paper describes a project designed for college students unlikely to participate in international exchange programs but who, nonetheless, can learn much about intercultural communication through available resources in their own communities. The project involved a mentoring program between third and fourth year university students and first and second year ESL students at the same institution. The project was conducted over a 15‐week semester‐long course, and learning outcomes were documented through journal entries, written reflective statements, class discussions, oral presentations and instructor observations. A qualitative analysis of these data sources, framed through transformative learning theory, revealed outcomes leading to increased intercultural awareness. While engaging in face‐to‐face conversations, students transformed their prior knowledge about ‘others’ into a deeper understanding of themselves, their culture and their intercultural relationships.     

Transcending Boundaries

SUMMARY

This paper presents a participatory research and planned change effort to develop a coordinated community response system to domestic violence in a United States culturally diverse community with a large immigrant population. This work grew out of an international, interdisciplinary project that was designed to establish ongoing collaborative relationships between university and community practitioners in the United States, Honduras, and Costa Rica around the theme of intra-familial violence, particularly gender-based violence against women. The paper analytically describes the international collaborative project, the local community-based participatory research and community development project, and lessons learned from both the local and international interdisciplinary collaboration. Examination of differences across disciplinary and cultural contexts generated critical reflection on the need to consider reframing domestic violence in the context of fundamental human rights, as is the case in Central America. At the same time, challenges around developing a coordinated community response, addressing inadequacies in the legal system, and implementing education and training were echoed across boundaries, demonstrating the need for continued international collaboration.     

Enriching the Group and Investigation in the Intercultural Classroom

Cooperative learning requires teachers to change their traditional role as transmitters of information and take on the role of guides and facilitators in the cooperative learning process. As they gain confidence in this role teachers adopt more diverse and complex cooperative procedures. When they feel that their students are used to working together to achieve academic goals, they can introduce Group Investigation as an additional cooperative learning method. Investigating in groups calls for students to apply basic cooperative learning skills to the planning of what they want to study and how they want to study. Students cooperate in carrying out their investigation, in planning how to integrate and present their findings, and, together with the teacher, collaborate in evaluating their academic and interpersonal effort.

Group Investigation places much of the responsibility for learning on the students, but the teacher must know how to prepare for the investigation project, how to prepare the students, and how to facilitate the project as it unfolds. Because the content of a Group Investigation project is determined by the diversity of the students’ interests, experiences and prior knowledge, it is the cooperative learning strategy most suited for interdisciplinary studies in an intercultural classroom.