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Adoption(Week2 andWeek3)Implementation(Week4 toWeek• Suggest that theythink aboutpotential andfavourable groupmembers• Ask students totalk about theirexperience andexpectation ofgroup work• Tell students weare a big familyfor a termtogether; and yourteam is your smallfamily in thissubject.• Form groups andassign groupmembers (4 or 5students in agroup), andinform studentsthat formedgroups are forboth in-classactivities and Ass2.• Tell students thatgroups and groupmembers mightchange afterWeek 3 since theclass will not becompletely stableafter Week 3• Start in-classgroup activitiesand case studiesin Week 2• Survey students’feedback ongroup formationand groupactivities in Week2 and Week 3.• Work onestablishingenvironment (i.e.,encouragement,education,motivation) forteam work andfacilitating groupdiscussion• From Week 4,students should beready for thegroup work andcan be expected toget used to itnegative impacton individuals’performance,etc.• Overseasstudents tend togroup togetherwith their mates.• Issues andconcerns willnormally surfaceapprox. a weekbefore thepresentation and• Identify with team membersa project/team leader foreach group• Form groups by taking intoconsideration multiplefactors, i.e., background(including culture, languageability, gender), knowledge,experience, personality,work and familycommitments, students’suggestions and requests,travel distance to campus,size of group, etc.• Design a balanced (focusingon the balance of individualvs team performance andin-class participation vs offclassreport writing) marksallocation system, i.e., 20for individual assignment,7% for class participation,3% for group work journey,10% for group presentation,20% for group report, 40%exam, etc.• Ask the project/team leadersto give me weekly reportsof their groups’ progressverbally or via email fromweek 6.• Address any emerging135
11) • Weekly groupcase studies anddiscussions fromWeek 6 to Week10• Ask Ass 2progress ofgroups each weekfrom Week 6 untilWeek 10; andrepeatedly tellthem to get startedas early aspossible.• Give themconsultation timefor group workand discuss issuesin groups everyweek• Encourage themto speak out abouttheir concerns andissues in the classand/or as early aspossible after theclass.• Encourage themto meet, bothinformally (havecoffee or lunch ordinner together)and formally(case discussionand Ass 2preparation).• Ask them to try todeal withchallenges andissues themselveswithin groupbefore they askfor yourintervention.• Take necessaryand firm actionwhen it is time todo so - includingsplitting thegroups; askingnon-performinggroup member(s)to put in anindividual report;putting the namesnext to thecontributedsections in thereport and in thepresentation; evenawarding 0 marksdue day sincequite a numberof students tendto make a lastminuterush.issues immediately• Provide more consultationto groups, especially groupswith non-performingmembers• Have more privateconservation with nonperformingmembers tounderstand their situationbefore any firm action istaken.136
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Strategies and Approaches toTeachin
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Table of Contents0 EXECUTIVE SUMMAR
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0 Executive SummaryAustralian terti
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1 Project OutcomesThe outcomes of t
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The identification information sect
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questions aim to discover their ass
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3.2 Literature reviewCross-cultural
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4 Survey Data AnalysisThis section
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Total Count 380 632 1012Percentage
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2 Count 12 30 42Percentage 3.1% 4.7
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Table 13 shows that nearly all loca
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methods are good, while less than h
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Preferredfewerlectures andmore labs
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Table 26 (Question III.4.D) Preferr
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Maindifferencesbetweenteachingmetho
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Table 33 shows that about half of l
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Table 38 (Question IV.4) Sufficient
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understanding lectures?Table 42 (Qu
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confident Count 301 179 480Percenta
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Table 49 (Question VI.4) Caring abo
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Table 52 shows that more local stud
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Table 56 shows that both local and
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a chi-square test to determine whet
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Significance Level (α= 0.05)Hypoth
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presentations are unrelated (Indepe
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Hypotheses V.2H0: Student category
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encountered at university in 2/3/4
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III.7What are you most concerned ab
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II.6.EII.6.FII.6.GTextbooks you pre
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VII. OtherVII.1.1VII.1.2What are th
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III.6 Do you like lecturers to ask
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distribution of these comments acro
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Figure 4.5 University of Sydney und
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Australia is the environment (11.06
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example, one student said that home
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5 Interview Data AnalysisThis secti
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class?Eight students thought studen
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(1) Did you have any difficulty sel
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5.2 Staff interview data analysisA
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(2) Do you think that the methods y
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is the biggest problem”. One lect
Page 85 and 86: comments was, “No, I send them to
Page 87 and 88: lecturer, and one of them like the
Page 89 and 90: am a shy person I am not comfortabl
Page 91 and 92: When they have difficulties in read
Page 93 and 94: (7) Have you been involved in many
Page 95 and 96: Only two of the graduates had diffi
Page 97 and 98: Furthermore, I was not familiar wit
Page 99 and 100: ased communication style such as e-
Page 101 and 102: CrosstabDifficultieswhenreadingtext
Page 103 and 104: CrosstabPreferred workingin groups
Page 105 and 106: CrosstabMain differencesbetween tea
Page 107 and 108: CrosstabWhat are the maindifficulti
Page 109 and 110: CrosstabDo you have anyEnglish lang
Page 113 and 114: CrosstabAre you confidentabout your
Page 117 and 118: CrosstabWhat are the mainstudy diff
Page 119 and 120: Pearson Chi-SquareLikelihood RatioN
Page 121 and 122: ead lecture notes.2. Regarding the
Page 123 and 124: II.9 0.022 0.097 0.174 0.02 0.135II
Page 125 and 126: From Table 65, we can see that ther
Page 127 and 128: countries peoples. Personally, I fi
Page 129 and 130: perceived by them as something insi
Page 131 and 132: 7. Arrange peer groups for those st
Page 133 and 134: covered (or not covered well) in th
Page 135: 13. Ask assistance from internation
Page 139 and 140: 8 Guideline for International Stude
Page 141 and 142: life. However, it is very important
Page 143 and 144: There are ways of maintaining focus
Page 145 and 146: Expect to be nervous initially and
Page 147 and 148: Avoid cheating and plagiarismAustra
Page 149 and 150: 9 Disciplinary and interdisciplinar
Page 151 and 152: 10 Results communication, publicati
Page 153 and 154: Visiting Professor Javier Montero f
Page 155 and 156: 11 ReferencesAsmar C. (1999), Schol
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