How to teach multicultural groups?

Welcome! This module will introduce you to the theories and practices of teaching and learning from the viewpoint of cultural diversity. It supports you in teaching multicultural groups by encouraging you to reflect your own and students´ expectations about learning.

LEARNING OUTCOMES

After studying this module you should be able to:

  • analyse cultural diversity in relation to learning and teaching
  • support student engagement
  • evaluate and developyour teaching practices in order to promote learning for all students (e.g. critical thinking)

CONTENT

  • key concepts and theories related to cultural diversity
  • good practices in teaching multicultural groups

Self-study materials

The learning materials of this module consists of learning videos, a set of reading materials and relevant articles. All these materials can be found here below and they are open for self-education.

Video materials

Tip! If you want to watch the video in full screen, click the "Youtube" or "Fullscreen" symbol. These can be found in the lower right corner of the video.

Reading materials

Tip! The reading material called Key concepts can be found here below in the images with interactive hotspots (plus symbols). To go through the material press a hotspot and a popup containing pictures and text is displayed.

If the text is too small for you to read in these reading materials here below, click the "Fullscreen" symbol, that can be found in the upper right corner of the image.

Learning tasks for self-study

The purpose of the tasks, often in a form of a short and guided learning diary, is to support your reflection.

During this module you are encouraged to use the ideas and insights provided to develop your own teaching. To support this, you are asked to come up with a course development plan. You can formulate it freely or you can use a template provided.

READ MORE

  • Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10(3), 301-320.
  • Hofstede, G. (2011). Dimensionalizing cultures: The Hofstede model in context. Online Readings in Psychology and Culture, 2(1). https://doi.org/10.9707/2307-0919.1014
  • Martincová, J., & Lukesová, M. (2015). Critical thinking as a tool for managing intercultural conflicts. Procedia – Social and Behavioral Sciences, 171, 1255-1264.
  • Frambach, J. M., Driessen, E. W., Beh, P., & van der Vleuten, C. P. M. (2014). Quiet or questioning? Students’ discussion behaviors in student-centered education across cultures. Studies in Higher Education, 39(6), 1001-1021.
  • Lonka, K., & Ketonen, E. (2012). How to make a lecture course an engaging learning experience? Studies for the Learning Society, 2(2-3), 63-74.
  • Thwin, E. P. A., & Lwin, Z. (2018). Simple interactive lecturing strategies for fostering students’ engagement and active participation. Medical Science Educator, 28(1), 203-209.
  • Maurone, M., Taylor, M., & Hammerle, M. (2018). Do international students appreciate active learning in lectures? Australasian Journal of Information Systems, 21. https://doi.org/10.3127/ajis.v22i0.1334
  • Severiens, S., Meeuwisse, M., & Born, M. (2015). Student experience and academic success: Comparing a student-centred and a lecture-based course programme. Higher Education, 70(1), 1-17.

Guided study

Contact your own University for information regarding guided studies based on the materials.

THE MODULE CREATED BY UNIPS

Content: Heta Rintala, Tampere University, Sara Selänne, Tampere University, Eila Pajarre, Tampere University & Heidi Salmento, University of Turku