Significance of context in university students’ (meta)cognitions related to group work: A multi-layered, multi-dimensional and cultural approach Karen Kimmel * , Simone Volet School of Education, Murdoch University, Murdoch 6150, Australia Received 18 June 2008; revised 28 April 2009; accepted 12 May 2009 Abstract This article examines the significance of context in university students’ development of (meta)cognitions related to a specific group assignment. For this purpose context was conceptualised at two levels: class (Business, Science) and small groups within class (culturally diverse, non-diverse). Diverging trends in (meta)cognitions emerged at class and small group levels, which reflected affordances and constraints of the learning contexts. The value of incorporating a cultural angle in research on group work was confirmed. Overall, the findings highlight the usefulness of a multi-layered learning contexts design for enhancing our understanding of the developing nature of students’ multi-dimensional experiences of group work. Ó 2009 Elsevier Ltd. All rights reserved. Keywords: Collaborative learning; Metacognition; Multi-layered contexts; Group work; Cultural diversity 1. Introduction Small group work is a key component of academic learning with strong theoretical and empirical support for its cognitive and motivational benefits (Dillenbourg, Baker, Blaye, & O’Malley, 1996). Productive engagement in peer interactions, collaborative reasoning and co-construction of knowledge lead to cognitive gains (Barron, 2003; van Boxtel, van der Linden, & Kanselaar, 2000) and are therefore effective tools for promoting higher level learning (Amato & Amato, 2005). For Boud, Cohen, and Sampson (1999) and Gupta (2004) there are many benefits of peer learning at university, including the facilitation of generic learning outcomes, and the promotion of skills related to lifelong learning, team work, communication, critical reflection, and self- directed learning. Moreover, there is evidence that participation in small group activities can enhance student performance (de Vita, 2002). Yet, despite all the potentially beneficial effects of group work in academic learning, there is a parallel, strong and converging body of literature documenting students’ negative perceptions (Pauli, Mohiyeddini, Bray, Michie, & Street, 2007; Volet & Mansfield, 2006) and experiences of socio- emotional as well as socio-cultural challenges (Burdett, 2003; Garcia-Prieto, Bellard, & Schneider, 2003). Potential prob- lems include unmotivated peers (Bourner, Hughes, & Bourner, 2001), communication difficulties (Salomon & Globerson, 1989), challenges in the management of workload (Feichtner & Davis, 1985) and frustration with group assessment (Liv- ingston & Lynch, 2000). There are, therefore, a multitude of reasons why group work can result in less positive processes and outcomes for participants. Furthermore, research carried out in English-speaking countries hosting large numbers of international students (typically the United Kingdom, USA, and Australia) has revealed that local and international students display strong tendencies to study, and form small groups, with members from the same or similar ethnic background (Ledwith, Lee, Manfredi, & Wildish, 1998; Trice, 2004; Volet & Ang, 1998). This is concerning as group learning activities create natural opportunities for intercultural learning, which is of critical * Corresponding author. Tel.: þ61 893606171; fax: þ61 893606280. E-mail addresses: k.kimmel@murdoch.edu.au (K. Kimmel), s.volet@ murdoch.edu.au (S. Volet). 0959-4752/$ - see front matter Ó 2009 Elsevier Ltd. All rights reserved. doi:10.1016/j.learninstruc.2009.05.004 Learning and Instruction 20 (2010) 449e464 www.elsevier.com/locate/learninstruc