Maastricht University - Albertine Zanting

Cultural diversity in student teams Its impact on the learning process in Student Centred Learning Mix-in Conference Maastricht University Amsterdam 23 March 2010 Albertine Zanting

Presentation
What is Student Centred Learning ?
Starting points -> research question
Literature review
Methodology
Findings

small tutor groups discuss problems
independent collection of information
tutor guides discussion
What is Student Centred Learning/Problem Based Learning:

Starting points:
SCL: learning through exchange of information and intensive interaction
concept SCL: diversity as source for learning
as result of internationalisation and introduction Ba/Ma -> increasing diversity of students’ background

Research question:
What are the (positive and negative) effects of cultural diversity in a student population on the classroom interaction (as important element of the learning process in SCL) at a European higher education institution ?

Literature review
Culture = a set of implicit principles and values
Cultural diversity has endless number of aspects
Culture influences interaction
Cultural diversity has both beneficial and detrimental effects
Exisiting research on cultural diversity in European HE is limited
Cultural diversity in European HE is increasing
-> general impression of what goes on in a culturally diverse classroom -> qualitative research methodology

Research method
3 FHML programmes:
Bachelor European Public Health (mainly German and Dutch students, group of Thai students)
Master Molecular Life Sciences (students with HBO and WO background, also many Belgian students)
Master Public Health for Professionals (students with work experience from all over the world)
Observation in 4 tutorial group meetings
Interviews with 13 students and 3 teachers
Research themes: open mindedness, exchange of multiple perspectives, cognitive and personal growth and development, academic skills, classroom behaviour of student/teacher, language

Findings (1)
Main aspects of diversity playing a role in student teams: religion, gender, age, motivation, work experience, educational background, level of participation in class, langague, academic skills, nationality, personality, culture

Findings (2)
Diversity can be beneficial: more information, unheard of experiences from workplace, unfamiliar customs in certain countries, innovative perspectives, etc.
Diversity takes more time to arrive ‘on the same page’, for example:
Accents, dialects
Professional/educational backgrounds
(No) experience with SCL

Findings (3)
Diversity can also make the exchange of information more complicated:
Different language competences and uses
Different communication and behaviour styles (level of participation, interaction with teacher, non verbal communication)
These differences can lead to misunderstandings, sometimes conflicts

Findings (4)
Students and teachers differently interpret interactive situations, make generalisations, have prejudices
Unawareness + overemphasis of the implication of culture
Special role of the teacher:
As assessors: take culture into account or not ?
Awareness of cultural differences

THANKS ! Questions ?

Recommendations (1)
Develop policies and activities aimed at creating diverse student teams, for example in recruitement strategies + composition of student teams
Organize longer tutorial meetings in order to develop ‘shared culture’

Recommendations (2)
Make students and teachers aware of the existence of cultural differences and of its influence on interaction (for example during introduction programme, as part of curriculum, and as part of tutor training)
Have teachers pay attention to diversity
Focus on ‘learning conditions’, not on categories

Recommendations (3)
Ensure strict testing of and selection on English language competences (especially oral)
Make it a ‘code of conduct’ to stimulate group members to speak a language that is understood by all members

Maastricht University - Albertine Zanting

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