Strategies for collaboration and internationalisation in the classroom

Wallace, Margaret; Hellmundt, Susan

doi:10.1016/s1471-5953(02)00084-7

Cited by 9 publications

(4 citation statements)

References 14 publications

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“…Hwang GJ documented that peer assessment game based development approach improved students learning achievements, motivation and problem solving skills. [20][21] Our students responded that their problem solving ability was fostered through this learning modality. Tutor led guided learning facilitate problem solving through knowledge exchange, hence promoting culture of interaction among students.…”

Section: Discussionmentioning

confidence: 94%

Perception of Peer learning, as an innovative learning strategy among first year medical students lacking senior guidance.

Khalid¹,

Sadiq²,

Anjum³

et al. 2020

TPMJ

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Objectives: To know the perception of peer-learning among first batch of 1st year medical students in CMH Kharian Medical College. Study Design: Cross-Sectional study. Setting: CMH Kharian Medical College. Period: June 2018 and September 2018. Material & Methods: Questionnaire was distributed among hundred first year medical students on self-reflection and feedback after 15 min power point presentation given by their fellow students based on different pathophysiological scenarios. Results: Out of 100 students, 85 filled out questionnaire form completely. 60% of students were of the opinion that peer-learning facilitated them to perform better in the exam, and can be continued for future batches. 50% of students agreed that this innovative learning modality was conducted in a systematic manner, helped them to improve their understanding of the subject and learning was fostered based on the principles of self-reflection and feedback. Problem solving ability was improved by peer learning format according to 49% of students, while 47% of students reported that this innovative learning strategy provided them with a tool to improve their learning through interaction, while research capabilities of 37% students were improved. Conclusion: Majority of first year medical students lacking senior guidance learned better in a comfortable environment from their peers, and improved understanding of the core subject by realizing the implication of the concept of self-reflection and feedback.

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Section: Discussionmentioning

confidence: 94%

Perception of Peer learning, as an innovative learning strategy among first year medical students lacking senior guidance.

Khalid¹,

Sadiq²,

Anjum³

et al. 2020

TPMJ

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“…Current literature is sparse in relation to team teaching but Wallace and Hellmundt (2003) state that lecturers have a responsibility to create a learning environment where students feel they can experiment with ideas. This was achieved in the workshops where the nursing students felt safe when exploring new ideas or relating their experiences of working with older people to the theories discussed during the workshops.…”

Section: Resultsmentioning

confidence: 99%

Using gaming workshops to prepare nursing students for caring for older people in clinical practice

McLafferty

Dingwall²,

Halkett³

2010

Int J Older People Nursing

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“…There is an increasing number of studies exploring what goes on in the classroom. Tange (2010) examines the lecturers' perspectives, Wallace and Hellmundt (2003) report their experiences with student‐centred teaching and Mangan, Kelemen, and Moffat (2015) have experimented with pedagogical responses to the international classroom. Other studies of the international classroom focus on different cultures of learning (Trahar & Hyland, 2011; Yates & Trang, 2012): English proficiency, perceptions and classroom engagement (Galloway, Numajiri, & Rees, 2020; Tebbett, Jöns, & Hoyler, 2020; Yu & Wright, 2017).…”

Section: Setting the Scenementioning

confidence: 99%

Space, place and internationalisation of higher education: Exploring everyday social practices in the ‘international’ classroom

Spangler

Adriansen

2021

Population Space and Place

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The aim of this paper is to use a spatial approach to tease out implicit understandings of what is perceived as the ‘good’ student, the ‘right’ pedagogies and ‘legitimate’ knowledge in higher education internationalisation practices. We do so by attending to the social practices in the ‘international’ classroom and explore how such practices are shaped and impacted by students' various backgrounds, educational paths, prior knowledges and at the same time by structural, cultural and national characteristics of the host institution and the lecturers teaching there. The paper combines both lecturers' and students' perspectives and details the complex relationality of people and places connected through movement and performances of internationalisation. Inspired by critical internationalisation studies, we demonstrate how everyday practices and discourses in the ‘international’ classroom produce and reproduce global inequalities; thereby, we show some of the uneven geographies of higher education internationalisation.

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Strategies for collaboration and internationalisation in the classroom

Cited by 9 publications

References 14 publications

Perception of Peer learning, as an innovative learning strategy among first year medical students lacking senior guidance.

Perception of Peer learning, as an innovative learning strategy among first year medical students lacking senior guidance.

Using gaming workshops to prepare nursing students for caring for older people in clinical practice

Space, place and internationalisation of higher education: Exploring everyday social practices in the ‘international’ classroom

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