Is cultivating reciprocal learning the gold standard for high impact pedagogies?. Issue 4 (7th June 2022)

• Record Type: Journal Article
• Authors: Love, Hannah B.; Valdes-Vasquez, Rodolfo; Olbina, Svetlana; Cross, Jennifer E.; Ozbek, Mehmet E.
• Is Part Of: Higher education research & development. Volume 41:Issue 4(2022)
• Page Start: 1136
• Page End: 1151
• Publication Date: 2022-06-07
• Subjects: Social network analysis -- reciprocal learning -- sustainability education -- study abroad -- hybrid High-Impact Practices; Education, Higher -- Australia -- Periodicals; 378.94
• DOI: 10.1080/07294360.2021.1896483
• Languages: English
• ISSNs: 0729-4360

Abstract

ABSTRACT: High Impact-Practices (HIPs) have been found to improve student engagement and retention, increase civic engagement, and enhance learning outcomes. Research on HIPs shows that combining multiple HIPs into a course, also known as hybrid HIPs, are more impactful than individual HIPs, and that community engagement and service-learning pedagogies are especially impactful when combined with other HIPs. The purpose of this study was to assess whether different levels of hybrid HIP combinations produced similar or different outcomes for students, as assessed by reciprocal learning. The courses included in this study were a study abroad course and two comparison courses within one department, which employed different levels of hybrid HIPs, such as collaborative assignments, service-learning, reflections, active learning, and project-based learning. Social Network Analysis (SNA) was used to evaluate three types of social ties (communication, social support, and learning) in these three courses. The results show that careful design and integration of multiple HIPs in the study abroad course produced markedly denser and more integrated communication and social support networks than the other courses. In addition, the study abroad class developed a learning network with high levels of reciprocal learning. This study contributes to the field of higher education in two ways: (a) expands the evidence-base for the robust learning outcomes produced by hybrid HIPs and (b) demonstrates that HIPs have to be planned within courses. Finally, integrating high-level learning objectives and pedagogies, regardless of whether or not the course type is considered as a HIP, will enable the 'gold standard' to be applied to all the different course types.