Where's the Learning in Service-Learning?

Where’s the Learning in Service-Learning

In the last few years, adoption of service learning in higher educational institutions has emerged as a modern teaching and learning strategy. This study is aimed to offer a systematic literature review of service learning implementation in higher education. There is a lack of research on the role of service learning in higher education sector. Moreover, a comprehensive systematic literature review of service learning in higher education is also overlooked in previous studies. Therefore, this study covers an in-depth systematic literature review, which reflects the utilisation approach and outcomes of service learning in higher education. By employing a rigorous exploratory approach, this study offers four major findings: (1) Acceptance and use of service learning in different academic disciplines, which covers a detailed discussion of up to what extent service learning pedagogy practice exists in each discipline. (2) Emerging issues regarding the integration of service learning in different academic disciplines. (3) Comparative analysis of previous service learning frameworks, which includes theoretical foundation, main findings and limitations of each framework. (4) Potential benefits of service learning for all participants. Service learning presents diverse benefits for all stakeholders; we identified the list of potential outcomes in the light of emerging service learning literature. These findings show that service learning is frequently employed in some academic disciplines, i.e. medical and nursing sciences; business and economics; computer science and information system; social studies; teacher education; linguistic and environmental disciplines. Moreover, comparison of previous service learning frameworks revealed that most of them are subject-oriented, specifically focused on institutionalising and practical aspects.

Service learning in higher education: a systematic literature review

นำ หนงสอทฤษฎการประเมน รปแบบ และ การประยกต (Evaluation Theory, Models, & Applications) เปนหนงสอทเปนประโยชนและนา สนใจอกเลมหนงสำหรบนกประเมนทเขยนจาก ประสบการณและการวจยของ Professor Danial L. Stufflebeam และ Anthony J. Shinkfield หนงสอ นสามารถทำใหผสอน ผประเมน นสต นกศกษาระดบ ปรญญาโท ปรญญาเอกทางดานการศกษา มความ ชดเจนในเรองการประเมน บนแนวทางหรอวธการท หลากหลาย ชวยใหนกประเมนสามารถวเคราะห และ ตดสนใจเลอกวธการประเมนทเหมาะสมจากทงหมด 27 วธ

Evaluation Theory, Models, & Applications

Evaluation denotes the monitoring of progress towards desired goals and objectives. The purpose of this study was to evaluate educational quality at schools using Stufflebeam’s CIPP evaluation model (1983). The population comprised the principal, heads of each wing and teachers of various branches of a Welfare School System in Rawalpindi. Data were collected through the CIPP evaluation checklist (2002), semi structured interviews, document analysis and observations. Data were analyzed via content and thematic analysis. Findings indicated that this group of welfare schools focused on quality education by using different means, such as advanced technology, effective communication, relevant courses as well as teaching and learning strategies; however, it was found that teachers focused more on theoretical work and rote learning, which put pressure on students and had a negative effect on their intellectual abilities. Moreover, there was lack of proper space, effective environment and the schools were situated in rented buildings.

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Implementation of CIPP Model for Quality Evaluation at School Level: A Case Study

Planning, implementing, and assessing a service-learning projectcan be a complex task because service-learning projects ofteninvolve multiple constituencies and aim to meet both the needsof service providers and community partners. In this article,Stufflebeam’s Context, Input, Process, and Product (CIPP) evaluationmodel is recommended as a framework to systematicallyguide the conception, design, implementation, and assessmentof service-learning projects, and provide feedback and judgmentof the project’s effectiveness for continuous improvement. Thisarticle (1) explores the CIPP evaluation model’s theoretical rootsand applications, (2) delineates its four components, (3) analyzeseach component’s role in a service-learning project’s success,and (4) discusses how the model effectively addresses Service-Learning Standards for Quality Practice. This article illustratesthe application and evaluation of the model in a teacher-educationservice-learning tutoring project.

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Using the Context, Input, Process, and Product Evaluation Model (CIPP) as a Comprehensive Framework to Guide the Planning, Implementation, and Assessment of Service-learning Programs

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Katherine E. Misulis

Papers

Using the Context, Input, Process, and Product Evaluation Model (CIPP) as a Comprehensive Framework to Guide the Planning, Implementation, and Assessment of Service-learning Programs

A University and Public School Collaborative Approach to Preparing Elementary Teachers.