Exploring the Value of Service Learning: Students’ assessments of Personal, Procedural and Content Learning

García-Romero, David; Busqués, Sònia Sànchez; Lalueza, José Luis

doi:10.15581/004.35.557-577

Cited by 6 publications

(5 citation statements)

References 14 publications

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“…Studies evidence that SL experiences make a positive impact on students [2], in particular on the perception of their role as agents of social change [3,4] as well as on faculty [5]. It is a first step towards responsible and global citizenship, particularly when SL projects are targeted to communities with disabilities or specific needs of educational support [6,7].…”

Section: Literature Reviewmentioning

confidence: 99%

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Preparing Vulnerable Populations for Science Literacy and Young Adults for Global Citizenship through Service Learning

2022

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The establishment of links between the University and the community in which it is embedded is a permanent challenge. Exploring new ways to open university doors to vulnerable populations is a means of developing young adults’ civic responsibility and global citizenship. This relationship of enrichment and mutual benefit does not only crystallize through the transfer of knowledge but also through service. When, within the community, this service is aimed at students with specific needs of educational support (SNES), we enter fully into the field of inclusive education, developing competencies and reaching sustainable development goals, which go far beyond those of mere knowledge-sharing. This paper presents service-learning (SL) projects carried out in English class by undergraduate Engineering and Education students at a Special Education Center for adults. The main goal was to develop a basic linguistic competence in English so that SNES students could understand science texts and technological instructions to handle ICTs with some autonomy. Face-to-face versus online modality use, forced by the pandemic, are contrasted and results are compared over a three-year period. University students’ perceptions on how this pedagogical approach of service learning contributes to their personal growth and consolidation of global citizenship are presented.

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Section: Literature Reviewmentioning

confidence: 99%

“…3. identify motivational factors in university students to achieve Sustainable Development Goal 4 (Quality Education) with the service-learning project. 4.…”

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confidence: 99%

Preparing Vulnerable Populations for Science Literacy and Young Adults for Global Citizenship through Service Learning

2022

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“…Elyer and Giles (1999) reported that students who participated in SL projects enjoyed their courses, reported substantial learning, and made efforts to seek out further similar engaging experiences. Garcia- Romero et al (2018), by using the Course Value Inventory scale, showed relevant differences between service-learning and other models of practice from the perspective of students. Students reported higher satisfaction, better perception of personal change and skills acquisition.…”

Section: Service-learning and Studentsmentioning

confidence: 99%

“…As also stated by Eyler and Gilles (1994), even limited experience may help reshape the way students think about obligations and opportunities for service. Garcia- Romero et al (2018) have shown that the SL experience has been perceived by the students as relevant for personal change and the learning of professional skills.…”

Section: Students' Narratives On the Satisfaction With Service-learni...mentioning

confidence: 99%

Service-Learning as a Novelty Experience at Central and Eastern European Universities: Students’ Narratives of Satisfaction and Premises of Change

2021

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As a proxy of community-engaged teaching and learning pedagogy in higher education institutions (HEIs), service-learning (SL) has just recently become a phenomenon of research and policy interest in the European Higher Education Area (EHEA). This study explores the first-ever service-learning experience of 246 students coming from three universities at Central and Eastern Europe (Slovakia, Romania and Croatia). The quantitative part of the survey was used to compare the differences between countries, whereas the qualitative part of the survey was a summative assessment, i.e., reflections on the satisfaction with SL experiences were collected through the open-ended questions of the survey, by treating the three countries as one dataset. Research findings speak in favour of students’ satisfaction with their first-ever SL experience, regardless of the country of their residence. Students from all three countries highly value their SL experience as it provided them with possibilities to learn a lot about the academic field and community as well, by facilitating their personal and professional contribution to the community. The legacy of SL courses relates with paradigmatic shifts in various academic aspects, like students and professors changing roles, students being placed in the centre of the learning process, connectedness of the curricula with the real-life setting, better understanding and appreciation of subjects studied. As for the non-academic related aspects, students’ reflection disclose their acknowledgment of personal growth and changes related with cognitive, emotional and behavioural dimensions. Our findings reveal that the unique experience students had with the SL courses shaped their narratives into ones of satisfaction and change.

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“…Siguiendo el análisis realizado por Eyler et al (2001) se pueden distinguir claramente diferentes temáticas en la investigación sobre el ApS y su implementación. Desde aquellas que analizan los criterios de calidad que deben poseer los proyectos de ApS, la institucionalización de dicha metodología, sus dimensiones y modelos (Heras-Colàs et al, 2017), hasta las centradas en las percepciones de los diferentes actores implicados (docentes, directivos, estudiantes…), así como el impacto que el ApS ha generado, fundamentalmente, en el alumnado (García-Romero et al, 2018). Es, justamente, esta última temática la que centra nuestro interés, dado que, si pretendemos crear una sociedad innovadora, inclusiva y responsable, la universidad deberá capacitar a los futuros profesionales para que sean más justos, estén más comprometidos con su profesión, más implicados con la sociedad que les rodea y dispuestos a facilitar las transformaciones sociales desde su entorno más próximo (Hernández & Miguel, 2017).…”

Section: Introductionunclassified

Futuros educadores, compromiso social y Aprendizaje-Servicio

2021

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El presente trabajo se centra en el análisis de la metodología de Aprendizaje-Servicio como estrategia de desarrollo de competencias en alumnado universitario. A partir de un estudio pre-post intrasujeto, se analizaron los cambios producidos en las actitudes cívicas, habilidades interpersonales e intenciones de participar en acciones sociales de un grupo de 162 estudiantes de los Grados de Educación en una univesridad. Para ello se suministró una adaptación de la escala Civic Attitudes and Skills Questionnaire (CASQ) antes y después de la implementación de programas de ApS para el desarrollo de sus prácticas curriculares. Los resultados obtenidos muestran un incremento en la percepción de los estudiantes sobre sus propias habilidades de liderazgo o de resolución de problemas, entre otras, y expresan, en mayor medida, sus intenciones de involucrarse en futuras acciones sociales. No se observan, sin embargo, diferencias en sus actitudes hacia la diversidad tras la utilización de esta metodología. Tras el análisis de los datos obtenidos podemos concluir que la utilización de la metodología ApS en los estudiantes de los Grados de Educación promueve el desarrollo de competencias que facilitarán un desempeño profesional futuro que atienda a la necesidad de contribuir al desarrollo de sociedades más justas y comprometidas.

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Exploring the Value of Service Learning: Students’ assessments of Personal, Procedural and Content Learning

Cited by 6 publications

References 14 publications

Preparing Vulnerable Populations for Science Literacy and Young Adults for Global Citizenship through Service Learning

Preparing Vulnerable Populations for Science Literacy and Young Adults for Global Citizenship through Service Learning

Service-Learning as a Novelty Experience at Central and Eastern European Universities: Students’ Narratives of Satisfaction and Premises of Change

Futuros educadores, compromiso social y Aprendizaje-Servicio

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