Increasing international and domestic student interaction through group work: a case study from the humanities

This article explores the use of group work strategies to increase student interaction and learning. Despite the growing linguistic and cultural diversity in tertiary institutions, there is strong evidence of minimal interaction between domestic and international students in classrooms and in wider university contexts. This study investigates the implementation of teaching and learning strategies in an undergraduate class comprising domestic and international students from Education and Arts. The strategies relate to in-class group work, tutorial groups and assessment design. The findings indicate greater class interaction, higher satisfaction ratings and better learning outcomes as a result of the strategies. The article argues for three key features underpinning the pedagogy: where international students can work from a position of power equality in class, where both groups of students can enact the role of experts and where support in language and learning how to learn is embedded in assessment and outcomes.