Collaborative Learning via the Vertical Integration of Multiple Classes

摘要

Project-based group work is frequently implemented in academia in pursuit of collaborative learning among students in the same class. The purpose of this study is to assess the impact of vertical integration of classes on student learning in construction education. Two classes-sophomores who are less knowledgeable and experienced and seniors who are more knowledgeable and experienced-were integrated using a service project, in which they built a small shed building. This study adopts three ways to assess the impact: an interview with the client of project, a student survey, and an open session of reflection. The first intends to evaluate overall success of the project based on the client's satisfaction level whereas the second and third attempt to measure how much the integration helped students increase their knowledge and skills for managing a construction project. The assessment results show that the vertical integration of classes promotes collaborative learning by mutually benefitting students in each class. This paper presents the process of developing and implementing a vertically integrative service-learning project, discusses challenges associated with the process, and provides recommendations. This detailed process should interest construction educators who wish to implement similar learning activities.