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.

摘要

已发现高影响力实践 (HIP) 可以提高学生的参与度和保留率、增加公民参与度并提高学习成果。对 HIP 的研究表明，将多个 HIP 组合成一门课程（也称为混合 HIP）比单个 HIP 更具影响力，并且社区参与和服务学习教学法与其他 HIP 结合时尤其具有影响力。本研究的目的是通过互惠学习评估不同水平的混合 HIP 组合是否会为学生产生相似或不同的结果。本研究包括的课程是一门出国留学课程和一个部门内的两门比较课程，它们采用了不同级别的混合 HIP，例如协作作业、服务学习、反思、主动学习和基于项目的学习。在这三门课程中，社会网络分析（SNA）被用来评估三种类型的社会联系（沟通、社会支持和学习）。结果表明，与其他课程相比，留学课程中多个 HIP 的精心设计和整合产生了更密集、更整合的沟通和社会支持网络。此外，留学班还形成了互惠学习水平高的学习网络。本研究以两种方式为高等教育领域做出贡献：(a) 扩展了混合 HIP 产生的强大学习成果的证据基础；(b) 证明 HIP 必须在课程中进行规划。最后，整合高级学习目标和教学法，无论课程类型是否被视为 HIP，