ISANA

Jill Clark, Trish Baker

Abstract: This paper presents the findings of a research project examining New Zealand experiences with collaborative learning. International research on collaborative learning is very positive about the educational benefits of working in diverse groups but much of this research has been carried out with diverse students from the same society. Anecdotal evidence indicates that the current New Zealand situation is different as International students come from many different societies. Additionally, the seminal work on collaborative learning done in the States by Johnson and Johnson was primarily based on pre- tertiary educational institutions.

Research carried out at Victoria University of Wellington indicates a worrying increase in negative attitudes of tertiary domestic students towards working with International students; anecdotal evidence suggests that this results from working in unsuccessful collaborative groups. This project surveyed staff and students at two Wellington tertiary institutions on their attitudes to collaborative learning. It identifies the particular challenges that Western tertiary educational institutions face in establishing collaborative learning with diverse groups of students, and proposes ways in which the institutions can meet these challenges and make collaborative learning in diverse groups a rewarding experience for all students.

Key Words: Collaborative learning, group work, diverse student groups, assessment, peer evaluation

Download article