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A Comparison of Responses to Group Learning between First-Year Asian and First-Year Australian Veterinary Science Students

Introduction – Group learning has been used to enhance deep (long-term) learning and promote life skills, such as decision making, communication, and interpersonal skills. However, with increasing multiculturalism in higher education, there is little information available as to the acceptance of this form of learning by Asian students or as to its value to them.

Methodology – Group-learning projects, incorporating a seminar presentation, were used in first-year veterinary anatomical science classes over two consecutive years (2003 and 2004) at the School of Veterinary Science, University of Queensland. Responses of Australian and Asian students to survey forms evaluating the learning experience were analyzed and compared.

Results – All students responded positively to the group learning, indicating that it was a useful learning experience and a great method for meeting colleagues. There were no significant differences between Asian and Australian students in overall responses to the survey evaluating the learning experience, except where Asian students responded significantly higher than Australian students in identifying specific skills that needed improving.

Conclusions – Group learning can be successfully used in multicultural teaching to enhance deep learning. This form of learning helps to remove cultural barriers and establish a platform for continued successful group learning throughout the program.

This article has been cited by other articles:

				J. Thurman, S. E. Volet, and J. R. Bolton Collaborative, Case-based Learning: How Do Students Actually Learn from Each Other? J Vet Med Educ, September 1, 2009; 36(3): 297 - 304. [Abstract] [Full Text] [PDF]

				P. C. Mills, P. F. Woodall, M. Bellingham, M. Noad, and S. Lloyd Using Group Learning to Promote Integration and Cooperative Learning between Asian and Australian Second-Year Veterinary Science Students J Vet Med Educ, January 1, 2007; 34(3): 350 - 355. [Abstract] [Full Text] [PDF]

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