A Theoretical Framework on Reflection in Service Learning: Deepening Reflection Through Identity Development

Abstract

In higher education, well-designed service learning combines service activities and academic knowledge in reflection, generating essential learning outcomes: academic enhancement, personal growth, and civic engagement. As research on reflection in service learning has shown, the process of reflection deepens through description of service experiences, examination of those experiences and articulation of learning. This article provides a theoretical explanation of deepening the reflection process by incorporating reflection theory and identity theory of college student development, professional development, and general identity development. Expanding the theoretical explanation of the reflective process clarifies the conditions of the deepening student reflection process in service learning in the following ways. First, it focuses on concrete experience then-and-there at that moment rather than abstract impressions by paying attention to personal dissonance in the experience. In addition, it finds discrepancies from differences of views, perspectives, and backgrounds between those of students and others. It connects outward exploration of those differences and inward exploration to construct internal voices toward self-authorship. The deep reflection process requires confronting contradictions through dialogical interplays among the I-positions of their own and others. It bridges discontinuities between past, present, and future selves by expanding the time perspective retrospectively and prospectively, and solving contradictions embedding in their prejudice. Furthermore, it activates plurality in social norms and values. The above conditions should be design principles for deepening critical and dialogical reflection in high-impact service learning. Through deepening reflection in service learning, it can be expected to activate mutuality and support generativity toward solidarity against hostility.

Integrating academic service learning into higher education business curriculum

“…The findings for student outcomes in service-learning programs yielded statistically significant positive effects in five different areas: attitudes toward self, attitudes toward school and learning, civic engagement, social skills, and academic achievement (Finding for Student Outcomes page 171-172). Also, research by Kawai, 2021 has revealed that a welldesigned academic service-learning assignment generates academic, civic, and personal outcomes through reflection (page 8).…”

“…Furthermore, well-designed academic service-learning projects combine service activities and academic knowledge in reflection, generating desired general education and course learning outcomes required by courses in higher education. As research on reflection in service learning has shown, reflection deepens through a description of service experiences, examination of those experiences, and articulation of learning (Kawai, 2021). Academic Service-learning appears to be a natural fit with accounting educational objectives, and the teaching methodology is well suited for professional programs such as accounting (Still & Clayton, 2004).…”

Reflection On Service-Learning Among Universiti Teknologi Malaysia Students

“…They are the objectives of service-learning, the community details, the place of activities, issues in the community, and the duration of their service-learning program, as shown in Diagram 5.1. The process of reflection with right prompting questions expanded as the students described service-learning experiences (Kawai, 2021).…”

Integrating Pedagogy and Practice: The Impact of Academic Service Learning in the TEFL Context in Higher Education

“…Continuous reflection during the service allows students to critically think about their service experiences in relation to course content and their personal and societal roles. This reflective process promotes the enhancement of their knowledge, skills, and cognitive abilities, ultimately fostering more active community involvement (Ash and Clayton 2009;Kawai 2021). Additionally, meaningful service learning emphasises the importance of reciprocal relationships between students and the community.…”