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studies drawn from the international scene (Lynn,
1999). Hands-on sessions like these will facilitate
students to construct their understanding by
practicing the material, while group work will help
students to learn from each other. Moreover, the
groups must be composed of students with different
cultural background. Both approaches could act as a
catalyst to improve the engagement of international
students in the learning process.
Concluding, since the MIS module necessitates
the use of information modelling, the instructional
methods and consequently the MIS module design
should be based on modality learning styles to help
students with a single dominant learning style
strengthen weaker learning styles. This is a common
characteristic in multicultural classes and an issue
that needs to be addresses effectively for a successful
internationalisation of the curriculum. Moreover,
since the results indicate that the learning level of
both groups is low, teaching approaches, such as:
research-led teaching through injection of research
output in the teaching process, increased reflective
discussion through problem based learning, and
increased student motivation through applied
activities of basic research skills will lead to
improved student learning by supporting their
different learning styles.
Part of our immediate future directions includes
the investigation of possible variations in the pace of
learning among different cultural groups. This in
return, will help us refine the module delivery pace to
further improve the learning experience in
multicultural classes.
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