Abstract

The purpose of this class action research innovation was to determine ‘how would a collaborative learning strategy i.e. Think-Pair-Share, assist international students with integrating theory into their assessments and assist in them better understanding the content?’ or a variation of this ‘what happens to the quality of international student academic writing when we implement a collaborative learning strategy i.e. think-pair-share?’ The measurement tool was a student survey completed post in class innovation. The classroom action research involved the use of collaboration peer learning in the classroom, and the use of digital technologies to share knowledge gained. Achievement gains were noticeable, but with minimal improvement of academic writing; however positive feedback relating to peer collaboration and increased understanding of the assessment brief and content. Research in the area of international student transition into the Western classroom should continue given the requirement of integration into the student centered learning environment; to minimize negative educational experiences, resulting in poor grades, and plagiarism or contract cheating cases.