Adapting Service-Learning into the Online Technical Communication Classroom: A Framework and Model

Aprendizaje-Servicio en escenarios digitales de aprendizaje: propuesta innovadora en la educación superior

“…Aunque las primeras experiencias con el ApSv no dejan de ser inductivas y basadas en la experiencia, es cierto que la amplia literatura que aborda esta modalidad del ApS construye también un marco de referencia ineludible. En efecto, destacan algunos trabajos que tratan de conceptualizar y clarificar qué sucede cuando el ApS llega a los estudiantes online (Strait y Sauer, 2004;Waldner et al, 2012), especialmente en la educación a distancia (Guthrie y McCracken, 2010, 2014, estudiando la particular forma de mediación comunicativa que se produce en este tipo de procesos (Bourelle, 2014;Harris, 2017). Algunos autores avanzan también en el análisis específico que ofrece esta nueva modalidad y las diversas maneras en que se manifiesta la combinación entre los procesos de aprendizaje y servicio online y presenciales (Waldner, McGorry y Widener, 2010).…”

An Approach for Incorporating Community-Engaged Learning in Intensive Online Classes: Sustainability and Lean User Experience

“…As a result, many TPC educators prefer "more manageable methods of instruction" (Bowers, 2010) that do not require the additional labor necessary for community-engaged learning. Students often lack communication with community stakeholders (Bourelle, 2014a) or wonder about the value of working with local towns (Brizee, 2015, p. 136), making it difficult for them to feel invested (Nielsen, 2016). For community partners, the major challenge is "hyperpragmatism" (Scott, 2004) or an approach that favors business gains over the inclusion of ethical and cultural tensions (Kimme Hea & Wendler Shah, 2016).…”

“…It is no surprise then that a substantial body of literature exists in TPC to prepare instructors for community-engaged projects in both face-to-face and online formats. TPC publications typically describe community-engaged learning in a traditional semester (Bourelle, 2012(Bourelle, , 2014a(Bourelle, , 2014bBowdon & Scott, 2002;Brizee, 2015;Dubinsky, 2002;Kimme Hea & Wendler Shah, 2016;Sapp & Crabtree, 2007;Scott, 2004Scott, , 2008Soria & Weiner, 2013). Yet, many TPC instructors teach in more condensed formats, for example academic quarters (e.g., UC-Davis, DePaul), condensed sessions (Arizona State University [ASU]), winterim and summer classes.…”

Putting Theory into Practice: Incorporating a Community Engagement Model into Online Pre-professional Courses in Legal Studies and Human Resources Management

“…Community engagement has been found to be a predictor of students' increased attainment of learning outcomes for a program of study (Prentice & Robinson, 2010). Assignments that immerse online students in the larger community also give students practice in grappling with the complexity of their personal values despite not occurring in a traditional classroom (Bourelle, 2014;Kelly & Miller, 2008;Nielsen, 2016). Other potential benefits include the development of stronger democratic values and civic responsibility, critical thinking growth, and an enrichment of the scholarship and creative activities of faculty (Feen-Calligan & Matthews, 2016;Miles, Reed, Brown, & Allen, 2009).…”

“…Student participation in community engagement projects combined with structured reflection has been found to provide meaningful insight into the participants' personal beliefs and self-awareness (Furze, Black, Peck, & Jensen, 2011). The incorporation of student reflection into a course also dovetails nicely with the use of nonlinear paths of learning (Bourelle, 2014). In nonlinear environments, particularly those online platforms that engage in community projects, students gain new perspectives and solve problems more adequately because learning is integrated and not separated into discreet, linear "boxes," which mimics more closely the "unscripted nature" of the real world (Dailey-Hebert & Donnelli, 2010).…”