scholarly journals Limitaciones del aprendizaje-servicio en la formación inicial en actividad físico-deportiva (Limitations of service-learning in initial training in physical activity and sports)

Retos ◽  
2019 ◽  
pp. 509-517
Author(s):  
María Luisa Santos Pastor ◽  
Laura Cañadas ◽  
Luis Fernando Martínez Muñoz
Keyword(s):  
Physical Activity ◽  
Service Learning ◽  
Personal Development ◽  
Learning Experience ◽  
Initial Training ◽  
Sports Science ◽  
Teachers And Students ◽  
High Workload ◽  
Service Learning Projects ◽  
Study Context

El Aprendizaje-Servicio constituye un enfoque innovador que fomenta la participación solidaria del alumnado. Ha mostrado tener beneficios tanto para el aprendizaje como para su desarrollo personal. Aunque no se duda de la potencialidad formativa de los proyectos de Aprendizaje-Servicio, su aplicación presenta limitaciones (dificultades e inconvenientes) que requieren una revisión profunda, con el fin de poder obtener criterios claros para el desarrollo de experiencias de éxito. Por ello, el objetivo de esta investigación es analizar las limitaciones de la implementación de una experiencia de Aprendizaje-Servicio en actividad físico-deportiva en formación inicial. Participaron tres docentes de la asignatura Actividades Físico-Deportivas en el Medio Natural del grado de Ciencias de la Actividad Física y el Deporte de la Universidad Autónoma de Madrid y 30 alumnos de segundo curso con participación voluntaria y 61 receptores del servicio. La información se recogió a través de un portafolio del alumnado y entrevistas al alumnado y el diario del docente. Entre las dificultades detectadas en la experiencia destacan: (1) la falta de formación y experiencia del alumnado universitario en lo referente al diseño, intervención y evaluación de proyectos de actividad físico-deportiva; (2) la elevada carga de trabajo tanto para profesorado como para alumnado; y (3) la dificultad para desarrollar acciones coordinadas, tanto entre programas, como entre profesorado y alumnado, como entre el propio alumnado. La limitación de la investigación viene dada por el contexto de estudio y la aplicación de un programa específico de actividad física. Abstract. Service-Learning is an innovative approach that encourages solidarity participation of students, which has shown benefits for students’ learning and their personal development. Although there is no doubt about the formative potential of Service-Learning projects, its application has limitations (difficulties and inconveniences) that require a deep review, in order to draw clear criteria for the development of successful experiences. Therefore, the aim of this research is to analyze the limitations of the implementation of a Service-Learning experience in physical activity and sport in initial training. Three teachers of the subject in Physical Activities and Sports in the Natural Environment of the Physical Activity and Sports Science degree at the Autonomous University of Madrid took part in the study, along with 30 second-year students who voluntarily offered to participate, and 61 service recipients. The information was collected through portfolios and interviews with the students, and with teachers’ logs. Among the difficulties detected in the experience we found: (1) university students’ lack of training and experience with the design, intervention, and assessment of physical activity and sports projects; (2) high workload for both teachers and students; and (3) difficulty to develop coordinated actions among programs, between teachers and students, and among the students themselves. Limitations of this research are represented by the study context and the application of specific programs of physical activity.

scholarly journals An Alternative Delivery Method for Service-Learning Projects in Construction Management

10.29007/2t87 ◽  
2020 ◽  
Author(s):  
Alan Bond
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Personal Development ◽  
Professional Growth ◽  
Learning Experience ◽  
Delivery Method ◽  
Problem Solving Skills ◽  
Service Learning Projects ◽  
Alternative Delivery ◽  
Learning Projects

The benefits of utilizing service-learning projects to facilitate student professional growth and personal development, in addition to supplementing traditional lecture and activity-based classroom education, has created a variety of new pedagogy. Typically, service-learning in Higher Education has been delivered by a capstone, senior project, or elective course providing a formalized structure for faculty to carry out their version of pedagogy. However, not all learning institutions possess the resources or have the support to offer service-learning in their curriculum. For those institutions, there appears to be a void in the available higher education literature suggesting alternative service-learning delivery systems. The purpose of the study was to determine if an all-volunteer campus-based student club managed construction project, utilizing an informal classroom setting, could be an effective alternative delivery method for providing a successful service-learning experience. A post-project student refection’s survey was conducted with an emphasis on the results of the students’ participation goals and perceived development of critical soft skills. The survey findings indicate positive student experiences with data-supported perceptions of enhanced learning and development in teamwork, communications, critical thinking, and problem-solving skills. These results suggest that an informal classroom system is a viable methodology for delivering service-learning experiences.

scholarly journals Service Learning: Bringing The Business Classroom To Life

2010 ◽  
Vol 3 (9) ◽  
pp. 55-60
Author(s):  
Lauren Ayers ◽  
Tristan L. Gartin ◽  
Brannan D. Lahoda ◽  
Shannon R. Veyon ◽  
Megan Rushford ◽  
...  
Keyword(s):  
Service Learning ◽  
Business Students ◽  
Learning Experience ◽  
Or Efficiency ◽  
Management Level ◽  
Entry Level ◽  
For Profit ◽  
Not For Profit ◽  
Service Learning Projects ◽  
Learning Projects

While service-learning may be easily incorporated into medical or legal fields, this type of active learning generally has not been historically integrated into any discipline within the business curriculum. This is unfortunate, as the utilization of business students in not-for-profit environments can provide a triple-win scenario:  the students receive an enriched learning experience, as they likely will confront opportunities at the entry level that are not generally experienced until the middle-management level; the administrators at the not-for-profit have access to business students with skills that are necessary but typically expensive to acquire; and the constituents served by the organization are enriched by having improved delivery or efficiency of service.  Within this paper, we will discuss the service-learning environment and will then detail a project we have worked on in a service-learning-oriented class, with the hope that others may use our experience to facilitate their own service-learning projects as students or within the context of a class.

The i2Flex Transformation of a Commemorative Event to a Service-Learning Experience

2021 ◽  
pp. 589-615
Author(s):  
Christina Bakoyannis ◽  
Sevasti Koniossis
Keyword(s):  
Middle School ◽  
Service Learning ◽  
United Nations ◽  
Learning Experience ◽  
School Setting ◽  
Thinking Skills ◽  
School Students ◽  
Advisory Program ◽  
Teachers And Students

The American Community Schools (ACS) Athens Middle School was able to transform a one-day commemorative event known as United Nations Day into long-term service-learning using i2Flex principles and methodologies. The i2Flex blended learning component enabled teachers and students to overcome time limitations and empowered students to take ownership of their service. Utilizing i2Flex strategies can prove meaningful for long term student character development, innovation, and critical thinking skills required in the 21st century. The United Nations Sustainable Development Goals (UN SDGs or Global Goals) guided the development of the Moodle course shell and a lasting service-learning experience for middle school students. The authors also discuss how the transformation of United Nations Day into authentic service-learning shaped an advisory program in the middle school and what implications it can further have in a school setting.

Enriching the intersection of service and transformative learning with Freirean ideas: The case of a critical experiential learning programme in Brazil

2020 ◽  
Vol 51 (5) ◽  
pp. 579-597
Author(s):  
Rosane Dal Magro ◽  
Marlei Pozzebon ◽  
Soraia Schutel
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Transformative Learning ◽  
Management Education ◽  
Learning Experience ◽  
Pedagogical Practices ◽  
Learning Approaches ◽  
Community Based ◽  
Teachers And Students ◽  
Management Students

In this article, we examine the value of combining transformative and service learning pedagogical practices in management education programmes to encourage management students to be more critical and reflexive regarding serious contemporary issues like social inequality and sustainability. We draw on a long-term management education experience conducted in the northeastern region of Brazil, where international students learn how to develop a real-time community-based project with local inhabitants. We argue that while service learning approaches promote pragmatic action-based principles, transformative learning acts at the epistemic level, contributing to change in values. In addition, Paulo Freire’s ideas are integrated to reinforce critical and reflexive dimensions of the learning experience. Our results offer a process-based model showing how a critical experiential learning pedagogy might lead to the development of community-based competences, which, in turn, might lead to changes in the deeply held values of the participants. Freire’s emancipatory ideas are applied not only regarding the relationship between teachers and students, but also to the distinction between Western and non-Western societies, going beyond questioning of the destructive consequences of financial capitalism to question the hegemony of one worldview over all other possible ones.

Measuring Students' Attitudes toward College Education's Role in Addressing Social Issues

2008 ◽  
Vol 102 (3) ◽  
pp. 791-796 ◽  
Author(s):  
James E. Weber ◽  
Paula S. Weber ◽  
Barney L. Craven
Keyword(s):  
Service Learning ◽  
Business Education ◽  
Normative Data ◽  
Social Issues ◽  
Business Students ◽  
Learning Experience ◽  
Students Attitudes ◽  
Service Learning Projects ◽  
Learning Projects ◽  
Standard Techniques

As service-learning projects have spread throughout academia, efforts to assess the service-learning experience have assumed a greater importance. The BERSI scale (Business Education's Role in addressing Social Issues) was developed as a measure of business students' attitudes toward social issues being addressed as part of a business education. As such, it was intended to be useful in assessing attitudinal outcomes of service learning. In order for the BERSI to be useful for nonbusiness students, the scale would need to be reconceptualized and revalidated. This study modified the BERSI items with a focus on college students in general rather than business students, making the resulting scale, College Education's Role in addressing Social Issues (CERSI), potentially helpful to service-learning researchers in a broader setting. The CERSI scale was then validated using standard techniques and normative data were reported.

Narratives of Experiential Learning: Students’ Engagement in a Physical Activity-Based Service-Learning Course

2017 ◽  
Vol 36 (4) ◽  
pp. 419-429 ◽  
Author(s):  
Meredith A. Whitley ◽  
David Walsh ◽  
Laura Hayden ◽  
Daniel Gould
Keyword(s):  
Physical Activity ◽  
Leadership Development ◽  
Service Learning ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Student Growth ◽  
Type Method ◽  
Individual Variables ◽  
Depth And Complexity ◽  
Level Of Effort

Purpose:Three undergraduate students’ experiences in a physical activity-based service learning course are chronicled using narrative inquiry.Method:Data collection included demographics questionnaires, pre- and postservice interviews, reflection journals, postservice written reflections, and participant observations. The data were analyzed with comprehensive deductive and inductive analysis procedures, along with the creation of detailed narratives summarizing students’ individual experiences and outcomes.Results:Results revealed student growth and development, including leadership development, improved interpersonal skills, increased knowledge of social justice issues, and enhanced self-understanding. However, the number, depth, and complexity of these outcomes varied significantly, which was largely explained by individual variables (e.g., interest in learning, level of effort, degree of adaptability).Discussion:These findings highlight the opportunity for course instructors to lead reflective activities before and during the service-learning experience, along with providing individualized guidance and feedback on students’ learning, effort, and adaptability throughout the service-learning course.

scholarly journals 16. “Learning by Doing” in a Graduate Course in Human Development and Family Studies: Service Learning Utilizing an Evaluation Project

2011 ◽  
Vol 1 ◽  
pp. 93
Author(s):  
Karen Kopera-Frye ◽  
Jeanne Hilton
Keyword(s):  
Service Learning ◽  
Human Development ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Family Studies ◽  
Learning By Doing ◽  
Graduate Course ◽  
Scholarly Teaching ◽  
Service Learning Projects ◽  
Course Format

The purpose of this paper is to share our experiences involving a creative approach to service learning that was implemented in a Human Development and Family Studies graduate course. In our departmental pursuit of evolving scholarship and promoting scholarly teaching and learning (Kopera-Frye, Hilton, & Cavote, 2003), this course represents an example of how one can promote higher-level learning among our future professionals. This service learning approach utilized in this particular course focuses on needs assessment and program evaluation, a direction not usually found in typical service learning projects that involve a social volunteerism approach. By discussing the theoretical basis for the project, course format, and providing some qualitative/evaluative data, we will contribute to the knowledge base on innovative ways to promote scholarly learning. Challenges and issues that need to be anticipated before designing this type of service learning experience will be highlighted.

scholarly journals Redefining the Pedagogy: Service-Learning in Libraries and Archives

2020 ◽  
Vol 8 (1) ◽  
pp. 37-48
Author(s):  
Elizabeth M Scott
Keyword(s):  
Higher Education ◽  
Science Education ◽  
Service Learning ◽  
Experiential Learning ◽  
Learning Experience ◽  
Library Science ◽  
Learning Partnerships ◽  
Innovative Methods ◽  
Service Learning Projects ◽  
Learning Projects

Service-learning has become an established pedagogy in higher education classrooms. With a push in recent years to offer classroom experiences that offer more than static lectures, service-learning incorporates three main elements into its model; experiential learning, contribution to the community, and reflection which merges theory with practice for a unique learning experience. Service-learning can also be found in early models of library science education. This article will highlight service-learning projects in both libraries and archives that used innovative methods to create partnerships in the community. It will also argue that both libraries and archives should not be overlooked when considering these projects and can be valuable resources for successful service-learning partnerships.

scholarly journals Desarrollo rural comunitario: experiencia de la Escuela Argentina de Negocios en Zárate, Buenos Aires.

2019 ◽  
Author(s):  
Graciela Gallo
Keyword(s):  
Service Learning ◽  
Social Responsibility ◽  
Rural Areas ◽  
Personal Development ◽  
Buenos Aires ◽  
Learning Experience ◽  
Qualitative And Quantitative ◽  
Community Tourism ◽  
Educational Spaces ◽  
The Relationship

This paper describes the implementation and results analysis of a service learning experience in the rural areas of Zár ate, in the province of Buenos Aires, understanding the proposal as transversal to the university’s main missions: teaching, research and outreach. Grounded on a social responsibility perspective, the project combined service learning criteria and theoreti cal foundations with the key issue of developing community tourism, thus responding to the specific needs of the participating families. Students, teachers and local agents valued the experience in particular, evidencing personal development, a positive ch ange in the relationship with their peers and with others, and a qualitative and quantitative improvement in their personal and group projects. For Escuela Argentina de Negocios (EAN), the experience led to better working links with other institutions, all owing the school to demonstrate a necessary and innovative opening in its relationship with society and with its educational spaces, and reaching the goal of enabling its young students to develop professional competences such as cooperation, self

Sowing the Seeds of Social Justice through Service-Learning with American Indian Tribal Partners

2017 ◽  
Vol 39 (2) ◽  
pp. 18-21
Author(s):  
Angela A. Gonzales
Keyword(s):  
Service Learning ◽  
American Indian ◽  
Opposite Effect ◽  
Social Inequalities ◽  
Learning Experience ◽  
Learning Goals ◽  
Community Partners ◽  
Challenges And Opportunities ◽  
Service Learning Projects ◽  
Learning Projects

As a form of community engagement pedagogy, service-learning aims to bridge theory with practice by combining learning goals and community service in ways that are mutually beneficial to students and community partners. However, if not done well, service-learning can have the opposite effect of reinforcing stereotypes, perpetuating social inequalities, and placing more of a burden on communities and organizations than providing a service. Based on the author's service-learning experience with community partners on the Hopi Reservation, this article considers some of the challenges and opportunities for developing meaningful and mutually beneficial service-learning projects with American Indian tribal partners.

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