Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
365822 | Learning and Instruction | 2010 | 16 Pages |
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.
Related Topics
Social Sciences and Humanities
Psychology
Developmental and Educational Psychology
Authors
Karen Kimmel, Simone Volet,