Same Pedagogic Approach, Two Different Cultural Contexts: Student Perceptions
Author(s)
Dobrenov-Major, Maya
Griffith University Author(s)
Year published
2006
Metadata
Show full item recordAbstract
The paper attempts to respond to the question: do culturally diverse students learn in culturally distinct ways. Two groups of tertiary students were exposed to the same content and teaching strategies in two European countries. It was expected that the students' perceptions about the teaching and their reflection on their learning would reveal cultural differences. The data showed no significant differences between the two groups. It seems that the geographic location at which the students gained their education and their educational experiences had a more significant impact on the ways they constructed their knowledge and ...
View more >The paper attempts to respond to the question: do culturally diverse students learn in culturally distinct ways. Two groups of tertiary students were exposed to the same content and teaching strategies in two European countries. It was expected that the students' perceptions about the teaching and their reflection on their learning would reveal cultural differences. The data showed no significant differences between the two groups. It seems that the geographic location at which the students gained their education and their educational experiences had a more significant impact on the ways they constructed their knowledge and the conditions for learning than their ethnic and cultural background.
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View more >The paper attempts to respond to the question: do culturally diverse students learn in culturally distinct ways. Two groups of tertiary students were exposed to the same content and teaching strategies in two European countries. It was expected that the students' perceptions about the teaching and their reflection on their learning would reveal cultural differences. The data showed no significant differences between the two groups. It seems that the geographic location at which the students gained their education and their educational experiences had a more significant impact on the ways they constructed their knowledge and the conditions for learning than their ethnic and cultural background.
View less >
Conference Title
Informing practice; improving research