Is cultivating reciprocal learning the gold standard for high impact pedagogies?

Love, Hannah; Valdes-Vasquez, Rodolfo; Olbina, Svetlana; Cross, Jennifer E.; Ozbek, Mehmet E.

doi:10.1080/07294360.2021.1896483

Cited by 8 publications

(9 citation statements)

References 21 publications

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“…Finally, a growing body of literature, including literature on HIPs, has identified that some learning activities are more impactful than others. The CBR course used many of these activities, including collaborative and active learning, peer-to-peer learning, and problem-based learning (Barron et al 1998; CAS 2012; Hattie 2015; Kilgo et al 2015; Lichtenstein et al 2011; Love et al 2021; Terenzini et al 2013).…”

Section: Discussionmentioning

confidence: 99%

A Comparison of Three Capstones: Survey Results from Sociology Alumni

Love

MacIlroy

2021

Teach Sociol

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Undergraduate capstone courses in sociology are designed to integrate students’ knowledge in the discipline and to culminate the classroom experience with field application. Are capstones achieving these goals in a durable way? Although the short-term outcomes of capstone courses have been researched, fewer studies have documented the long-term outcomes of capstone courses. We conducted a survey of sociology capstone alumni to understand the long-term outcomes of the sociology capstone by asking sociology alumni about their capstone experience. Our research revealed that all capstones produced long-term outcomes as measured in the alumni survey. Second, alumni of the community-based research capstone experienced a more profound and longer reaching effect than those who participated in the internship or traditional capstone seminar format. Alumni reported the development of professional skills, application of sociological concepts and research skills, and a sense of being part of a community.

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Section: Discussionmentioning

confidence: 99%

A Comparison of Three Capstones: Survey Results from Sociology Alumni

Love

MacIlroy

2021

Teach Sociol

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“…This helps students turn 'tacit knowledge' into 'explicit [knowledge]', consolidating their experiences and allowing them to contrast with the experiences of others, within and outside the discussion group [27]. Consequently, students form 'reciprocal ties' to seek advice and opinions from each other, which has been found to be more beneficial to the diffusion of knowledge than non-reciprocal ties, like traditional teacher-student dynamics [28]. It also feeds into the integration of intersubjectivity that transformative learning brings.…”

Section: The Civic Universitymentioning

confidence: 99%

“…Examples of ESD initiatives involving the university, community, and city are pivotal to understanding transformative learning. These initiatives offer service-learning opportunities while contributing to knowledge co-creation for ESD methods [49], prompting actors to evaluate which methods are effective and encouraging them to influence university governance systems to transform their curriculum and policy approaches [28]. These reciprocal co-creation networks between students, the community, and lecturers demonstrate the benefits of HEI engagement in communities for transformative, intersubjective learning.…”

Section: Hei Engagement As a Regional Centre Of Expertise (Rce)mentioning

confidence: 99%

The Role of the Civic University in Facilitating Inclusive and Transformative Pedagogical Approaches to the Sustainable Development Goals: A Systematic Literature Review

Eichberg,

Charles

2024

Sustainability

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Facing rising financial pressure due to economic stagnation and lacklustre engagement from policy-makers, higher education institutions (HEIs) and local communities are placing increasing emphasis on cooperative efforts between universities and communities to co-create positive societal change in the face of the triple planetary crisis. Based on the PRISMA method, this systematic literature review seeks to contribute to the academic knowledge on Sustainable Development Goals (SDG) governance at the local level by unpacking the contribution of HEI-community cooperative approaches to transformative learning and action for sustainability. In order to successfully incorporate communities’ priorities in the local-level integration of the SDGs, it is crucial that these new collaborative initiatives foster transformative learning approaches to Education for Sustainable Development (ESD) in an equitable, intersubjective, and inductive manner. The findings present the various strategies used to build long-term, impactful, and resilient learning skills for sustainable development for all ESD stakeholders at the local level, including communities, HEIs, and city authorities. This review proposes these interventions as tools for better local governance towards the integration of the SDGs into HEIs and communities, specifically through SDG4 Quality Education.

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“…Similar to collective cognitive responsibility and learning organizations, education literature described the importance of collaborative learning (Kandlbinder, 2015;Roschelle & Teasley, 1995), including studies that explore the connection between social processes and learning (Bereiter, 2002;Csikszentmihalyi, 1999;Duhigg, 2016;Hakkarainen, 2009;Kezar, 2014;Sawyer, 2017;Zhang et al, 2009). Social interactions with peers are critical factors for facilitating learning (Gašević et al, 2013;Love, Valdes-Vasquez, et al, 2021) and social ties are positively associated with academic performance (Tomás-Miquel et al, 2015). It has been hypothesized that classrooms with fully connected communication networks can improve information sharing and better team performance (Curşeu et al, 2012).…”

Section: Mutual Learningmentioning

confidence: 99%

Teaching Team Science: The Key to Addressing 21st Century Global Challenges

Love¹,

Cross

Fosdick

et al. 2022

Small Group Research

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To solve complex 21st-century global challenges, universities must prepare students to be competent team members. This article presents results from analysis of data collected at a university in four types of undergraduate sociology classrooms using mixed-methods, including social network analysis, student reflections, and an alumni survey. Results showed that learning is a social process. Compared with traditional lecture, fixed teams, and interacting teams, opportunistic collaboration is the most effective structure in teaching team learning through fostering communication, support, and learning networks. Post-secondary education should endorse opportunistic collaboration learning practices to prepare students for workplace success in a global economy.

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Is cultivating reciprocal learning the gold standard for high impact pedagogies?

Cited by 8 publications

References 21 publications

A Comparison of Three Capstones: Survey Results from Sociology Alumni

A Comparison of Three Capstones: Survey Results from Sociology Alumni

The Role of the Civic University in Facilitating Inclusive and Transformative Pedagogical Approaches to the Sustainable Development Goals: A Systematic Literature Review

Teaching Team Science: The Key to Addressing 21st Century Global Challenges

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