Abstract
ABSTRACT University students’ collaborative learning, particularly groupwork, has been more often investigated in Western settings than in countries that have borrowed this Western pedagogy. This qualitative study re-examines Chinese university students’ groupwork responses regarding their expectations, attitudes, perceptions, and behaviors. Their responses, the findings revealed, could be conceptualized as strategic navigation resulting from students, as rational and pragmatic learners, negotiating and navigating the interplay among multiple cultures of learning brought by policies, teachers, and the labor market. The study supplements the literature on collaborative learning and borrowed pedagogy and reflects university policymakers’ and teachers’ need to rethink making student groupwork truly collaborative.
Published Version
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