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Title

The impact of social motivation on cooperative learning and assessment preferences

Author(s)

Selvarajah, Christopher;  Chelliah, John;  Meyer, Denny;  Pio, Edwina;  Anurit, Pacapol

Abstract

This study explores the assessment preferences of 453 postgraduate business students in New Zealand, Australia, and Thailand using a survey linking motivational and educational preferences. This study compares the needs of Western students (Australian and New Zealand), Asian (Thai) and international students (predominantly Chinese and Indian students) in Australia and New Zealand (ANZAC). One major finding is that students from these three countries who are socially motivated prefer 'cooperative learning'. Further, the study specifically shows that students from Thailand are more socially motivated than students from Australia and New Zealand (ANZAC) while International ANZAC students have the greatest desire for cooperative learning. It also shows that group assessment poses quite significant challenges for local ANZAC students and therefore, remedial intervention from universities is essential if group assessments are to remain relevant and useful in achieving meaningful teaching and learning outcomes.

Publication type

Journal article

Research centre

Swinburne University of Technology. Faculty of Business and Enterprise

Research centre

Swinburne University of Technology. Faculty of Life and Social Sciences

Source

Journal of Management & Organization, Vol. 16, no. 1 (Mar 2010), pp. 113-126

Publication year

2010

FOR Code(s)

1503 Business and Management

Keyword(s)

Assessment preferences;  Australia;  Cooperative learning;  International students;  New Zealand;  Social motivation;  Thailand

Publisher

eContent Management

ISSN

1833-3672

Publisher URL

http://dx.doi.org/10.5172/jmo.16.1.113

Copyright

Copyright © 2010 eContent Management. Published version of the paper reproduced here for non-commercial use only in accordance with the copyright policy of the publisher.

Full text

Peer reviewed