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.

Citation

Kimmel, K. & Volet, S. 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), 449-464. Elsevier Ltd. Retrieved August 13, 2024 from https://www.learntechlib.org/p/199673/.

Keywords

• collaborative learning
• cultural diversity
• Group work
• metacognition
• Multi-layered contexts