Significance of context in university students' (meta)cognitions related to group work: A multi-layered, multi-dimensional and cultural approach
Kimmel, K. and Volet, S.E. (2010) Significance of context in university students' (meta)cognitions related to group work: A multi-layered, multi-dimensional and cultural approach. Learning and Instruction, 20 (6). pp. 449-464.
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This article examines the significance of context in university students' development of (meta)cognitions related to a specific group assignment. For this purpose context was conceptualised at two levels: class (Business, Science) and small groups within class (culturally diverse, non-diverse). Diverging trends in (meta)cognitions emerged at class and small group levels, which reflected affordances and constraints of the learning contexts. The value of incorporating a cultural angle in research on group work was confirmed. Overall, the findings highlight the usefulness of a multi-layered learning contexts design for enhancing our understanding of the developing nature of students' multi-dimensional experiences of group work.
|Publication Type:||Journal Article|
|Murdoch Affiliation:||School of Education|
|Copyright:||© 2009 Elsevier Ltd|
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