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Refining learning outcomes in multicultural ICT classrooms: the development of a structured framework

Conference Paper


Abstract


  • A change in the dynamics of a classroom environment, created from internationalisation of student cohorts, has caused educators to reconsider their learning methods that they use. This paper presents a structured framework for improving learning outcomes in multicultural classroom settings in the ICT discipline through the use of a student-centred learning approach. It is based on a review of the literature describing best practices in teaching in multicultural classrooms. The paper begins with a discussion of the evolving nature of higher education in Australia, and addresses the increasing number of culturally and linguistically diverse (CALD) students as a result of changes in government policies. A discussion of the benefits and challenges of CALD classroom settings and the methods for increasing student engagement and learning outcomes in such settings, is also presented.

Publication Date


  • 2015

Citation


  • Freeman, M. Bruce. (2015). Refining learning outcomes in multicultural ICT classrooms: the development of a structured framework. Proceedings of the AIS SIG-ED IAIM 2015 Conference (pp. 1-22). United States: AIS Electronic Library.

Scopus Eid


  • 2-s2.0-84976254444

Ro Metadata Url


  • http://ro.uow.edu.au/eispapers/5940

Start Page


  • 1

End Page


  • 22

Place Of Publication


  • http://aisel.aisnet.org/siged/

Abstract


  • A change in the dynamics of a classroom environment, created from internationalisation of student cohorts, has caused educators to reconsider their learning methods that they use. This paper presents a structured framework for improving learning outcomes in multicultural classroom settings in the ICT discipline through the use of a student-centred learning approach. It is based on a review of the literature describing best practices in teaching in multicultural classrooms. The paper begins with a discussion of the evolving nature of higher education in Australia, and addresses the increasing number of culturally and linguistically diverse (CALD) students as a result of changes in government policies. A discussion of the benefits and challenges of CALD classroom settings and the methods for increasing student engagement and learning outcomes in such settings, is also presented.

Publication Date


  • 2015

Citation


  • Freeman, M. Bruce. (2015). Refining learning outcomes in multicultural ICT classrooms: the development of a structured framework. Proceedings of the AIS SIG-ED IAIM 2015 Conference (pp. 1-22). United States: AIS Electronic Library.

Scopus Eid


  • 2-s2.0-84976254444

Ro Metadata Url


  • http://ro.uow.edu.au/eispapers/5940

Start Page


  • 1

End Page


  • 22

Place Of Publication


  • http://aisel.aisnet.org/siged/