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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.ORCID: 0000-0001-8450-6663 (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.

Link to Published Version: http://dx.doi.org/10.1016/j.learninstruc.2009.05.0...
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Abstract

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.

Item Type: Journal Article
Murdoch Affiliation: School of Education
Publisher: Elsevier BV
Copyright: © 2009 Elsevier Ltd
URI: http://researchrepository.murdoch.edu.au/id/eprint/2860
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