Strategies for collaboration and internationalisation in the classroom.
This paper describes how an experienced nurse lecturer and an educational consultant collaborated to enhance student learning by employing strategies that encouraged student voice. International and local students were given the opportunity to collaborate with the lecturer and one another in selecting teaching and learning strategies that (a) promoted student-centred learning and (b) enhanced student interaction. The strategies outlined here are described in sufficient detail to allow transfer in application for a range of different settings. They demonstrate how lecturers have the opportunity to work in partnership with both undergraduate and postgraduate students to create learning environments where students learn important skills such as interpersonal communication and critical thinking, co-incidental to their engagement with discipline specific knowledge. Qualitative markers of the success of these strategies are outlined. International and local students reported that their knowledge base and skills were enhanced as a result of learning about other professional practices in different countries, they gained insight into different perspectives and critiques of professional practices and importantly, they appeared to grow in appreciation of each other's skills and background.
Wallace
M
M
Department of Nursing, University of Wollongong, Northfields Avenue, Wollongong NSW 2522, Australia.
Hellmundt
S
S