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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.

Traditional learning methods may not sufficiently engage students and many have studied VR and AR's impact on student learning. Many construction management (CM) students have difficulty visualizing a building structure and understanding the materials and methods used to build it. This research investigated the use of a physical hands-on construction exercise integrated with VR and AR as a way to improve student visualization ability and learning of the course material. In this study, students built a physical model of a wood frame structure using K'NEX viewing either 2D drawings, 3D drawings, VR or AR models. Students perceived the VR, AR, and hands-on activity, as beneficial for improving their visualization of building structures. They also noted improvement in their understanding of construction materials and sequencing compared to using 2D drawings. In addition, the use of VR and AR improved student communications skills. This research is significant because it adds information on integrating hands-on and VR or AR approaches, in the same activity, to further improve CM student visualization skills and their learning of the course material. The integrated hands-on and VR/AR activity could be used by other CM programs that are interested in applying an active, learning-by-doing, approach in their curriculum. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]