Collaborative Learning Across Borders: Dealing With Student Resistance
Abstract
Collaborative learning models have become popular in the last several years. In general, a pedagogy emphasizing active student involvement through collaborative learning has been accepted as a more powerful learning tool than the traditional lecture. The use of collaborative learning in countries outside the U.S., however, raises a number of cross-cultural issues. The author shares a collaborative teaching experience using Self-Managed Learning in an international setting. He addresses the cultural implications for student-directed pedagogies and offers strategies for dealing with student resistance.
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