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Resolve problems: Working in groups can be difficult, as interpersonal issues canarise. For example, some of your team members may have been accustomed toworking in a competitive rather than a cooperative learning environment. On theother hand, some team members may not contribute. In such a case, you shouldtry to find out why he/she is not being productive. Some people are very shy andneed positive encouragement. They may be stuck and require some help anddirection. Students may find certain tasks very challenging, so identify each other'sstrengths and utilise them in the group.What if a member dominates during group/assignment discussion? If someone talkstoo much, suggest setting time limits in order to give each member a chance tospeak. If a member of the group is dominating, you can politely point out that time islimited and refer to the ground rules.Work together: One of the most difficult tasks in a group assignment is creating flow.Allocate someone to the role of putting the document together and allow them scopeto edit. Don't forget to leave time for formatting, proofreading, preparing tables ofcontent and bibliographies and submitting the assignment. To be fair to the personundertaking the task, allow at least three days for this.Just as with any team you will work with, some will function really well with apparentease and some will not. Establish guidelines or routines clearly, be friendly,contribute regularly and inject some personality. You might just find that theexperience of working in a group is one of the most valuable ways of preparing foryour future career.Make a contribution: Try to communicate with group members actively; takeresponsibility for the parts assigned to you, and ask help from fellow students ifsomething is beyond your capacity.(2) Individual Assignments and Related SkillsThere are various types of individual assignments. While some individualassignments are short-term (e.g., weekly-based, daily-based or even workshop/labsession-based), the majority of individual assignments are long-term ones. Theymay span a few weeks, half a semester or even the whole semester. This sectionfocuses on the latter case of individual assignments.Understand the taskThe first thing after you have received assignment document is to read it thoroughlyand make sure you understand every sentence of the assignment description. If youdon’t understand any part of it or have doubts about any part, seek a clearexplanation from your tutor/ lecturer.Start doing the assignment earlyNever start your assignment too late, especially when multiple assignments fromdifferent units/subjects are due on the same day (or during the same week). Try tocomplete a draft version of the assignment long before the due date, and leave it(i.e., a “cooling down” period) for a few days before you revise it again. The morerevised versions you have, the better-quality assignment you are likely to produce(thus the higher the mark you may achieve).Extension to an assignmentTell you lecturer or tutor as early as possible (before the due date/time) if you haverealised that you are unable to hand in your assignment in time. If you meet theassignment extension condition, e.g., health issues, you should apply for anextension of the assignment to avoid losing marks.145
Avoid cheating and plagiarismAustralian universities treat plagiarism seriously. Be clear about the university rulesgoverning cheating and referencing. In general, cheating is the inclusion of theunacknowledged work of another person. Plagiarism (presenting other people'swork and ideas as your own) always risks a heavy penalty. If you are caughtplagiarising, it generally results in a zero mark for part or all of the assignment, anda serious offender may face failing the unit or subject.Make effort in your assignment tasksPay attention to not only those parts that apply key theory/skills covered by the unit/subject, but also those minor requirements, such as structural/formattingrequirements, submission requirements, etc. Never be careless about yourassignment – if you don’t care about your assignment, no one else will. Theconsequence of this will be losing marks unnecessarily, which may contribute to apoor final result for the unit or subject.(3) Use Available ResourcesUse wisely the available resources/materials providedIt is important to be clear about the purpose of different materials provided to you.They all serve different (but complementary) purposes. Generally, the study guideprovides the key information and the flow of the subject. PowerPoint slidessummarise the key concepts of topics (including the key points of readings) andinclude any updated information that is too recent to have been included in the studyguide, as well as questions and cases for in-class discussions and activities. Thetextbook is the place where you can find more thorough explanations of terminologyand more detailed information on concepts and applications discussed in the studyguide and/or mentioned in the PowerPoint slides. In addition, almost all the casestudies and activities prescribed in the study guide are included in the textbook.Finally, the readings present you with extra information which is not covered or onlytouched on in the textbook and the study guide146
Page 1 and 2:
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
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comments was, “No, I send them to
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lecturer, and one of them like the
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am a shy person I am not comfortabl
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When they have difficulties in read
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(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 and 136: 13. Ask assistance from internation
Page 137 and 138: 11) • Weekly groupcase studies an
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: Expect to be nervous initially and
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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