An alternative model of community service learning

Ellenbogen, Stephen

doi:10.1108/heswbl-08-2016-0060

Cited by 7 publications

(3 citation statements)

References 29 publications

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“…University systems had to be (and were eventually) changed to acknowledge the primacy of Aboriginal leadership and manage a crowded student curriculum to include the significant number of yarning sessions required by the pedagogy. To dilute, or scale up, or roll out a program like RAD would reduce its effect, yet as Ellenbogen (2017, p. 326) points out the threat to such practices is likely when ‘institutions that view large class sizes as an economic necessity are liable to view such teaching strategies as unwieldy’. University managers had to be educated to provide appropriate cultural responses.…”

Section: Discussionmentioning

confidence: 99%

Reaching Across the Divide (RAD): Aboriginal Elders and Academics working together to improve student and staff cultural capability outcomes

Hansen

Corbett

et al. 2020

AJIE

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This article, written by Aboriginal Nyoongar Elders, Louise and Percy Hansen and Joanna Corbett in collaboration with two Wadjella (white) academics, details the design and delivery of The Reaching Across the Divide: Aboriginal Elders and Academics working together project (RAD) which aimed to develop student cultural capabilities. It is encouraging that many Australian universities aim at embedding Indigenous ways of knowing, being and doing yet there remains little information on how to do this. RAD, guided by a Nyoongar framework for engagement, the Minditj Kaart-Moorditj Kaart Framework, provides one example. RAD developed student and staff capabilities, through building trusting, committed relationships, and promoting systems change. The results highlight how co-creating to embed Indigenous pedagogy through yarning and oral storying (Hansen & Corbett, 2017; Hansen, 2017) produces transformative learning outcomes which also meet key national, local and professional directives.

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Section: Discussionmentioning

confidence: 99%

Reaching Across the Divide (RAD): Aboriginal Elders and Academics working together to improve student and staff cultural capability outcomes

Hansen

Corbett

et al. 2020

AJIE

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“…The different age characteristics also induced a new innovative approach to the organization of the university's educational services. The higher education institutions of small towns the size of Sárospatak perform important community service learning (CSL) tasks [3], which is why the campus community is more important here. Within the framework of intergenerational higher education [4], older students can more effectively and better compensate for the shortcomings of their IT and language skills, while younger generations can get to know the work organization solutions and work culture of their chosen field more directly.…”

Section: Introductionmentioning

confidence: 99%

Reshaping Blended Learning after the COVID-19 Period in Higher Education

Köpeczi-Bócz¹

2023

Higher Education - Reflections From the Field - Volume 1

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The tragic situation caused by the COVID-19 epidemic also became the biggest experiment in higher education. We sought the answer to the challenges arising at University of Tokaj with a higher education pedagogical experiment. The experiment was based on the practice-oriented design of cooperative learning, which was implemented through the joint project work of groups of different ages. The research question at the center of the experiment was whether the learning effectiveness of the groups participating in the experiment changed as a result of the completely on-line training during the COVID period. Based on deductive logic, the conclusion can be drawn that students active in the COVID period can be effectively educated within the “blended learning” methodology with an online-dominant training organization of up to 80%. The so-called COVID groups do not belong to a uniform age group, but to a group of students with the same history. In higher education, it is advisable to use the effect of the “spontaneous experiment” caused by the global tragedy of COVID as soon as possible, so that within the “blended-learning” method, the ratio of contact (classroom) and online training is between 20% and 80% we approximate to.

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“…These frameworks generally involve three main topics: course design, curriculum or programme development, and institutionalising service learning. The common criteria for a successful service learning course include the rigorous integration of course content with practical work outside campus, the reciprocal interests and benefits of both students and community agents, the flexible role of teachers/instructors, the agency of students in owning their learning, and the reflection practice as the critical power of service learning (Ellenbogen, 2017;Howe et al, 2014;Roakes & Norris-Tirrell, 2000). It is also essential to consider the effectiveness of a service learning course through the combination of diagnostic, formative and summative assessment, and the values earned such as skills and knowledge for civic engagement, appreciation of diversity, and social responsibility (Brower, 2011).…”

Section: Framework For Implementing Service Learningmentioning

confidence: 99%

Contextualising Service Learning for Vietnamese Higher Education

Nguyen¹

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The term ‘service learning’ has appeared on the horizon of Vietnamese higher education in the past few decades and is one among a wide range of pedagogical approaches that have been imported from the West. ‘Looking outward’ (Nguyen & Tran, 2017), especially to the West, is a legacy of long-lasting foreign domination that has shaped political and social changes in Viet Nam. Despite its Western roots, the service learning approach also appears to have accommodated Vietnamese ideological influences associated with creating a more capable workforce, fulfilling socialist responsibilities, and cultivating Confucian moral values. This form of experiential learning is expected to respond to the dreams of the nation by producing young graduates who possess the expertise and ethics to meet Ho Chi Minh’s socialist ideology ‘Vừa hồng, vừa chuyên’ (Both socialist-minded and professionally competent), who are better prepared for a modernised and globalised workforce. Driven by these ideologies, service learning has become increasingly popular in Vietnamese universities. Yet, despite the widespread adoption of the approach, the contextualisation of service learning is underexplored in academic research. This study aims to address the research gap by investigating the inception, challenges and opportunities, and implications for the growth and expansion of service learning in Vietnamese context. This multisite case study, which involved participants from four universities in Viet Nam, employed an interpretivist paradigm and Kuan-Hsing Chen’s (2010) Asia as Method as theoretical orientations. An interpretivist lens enabled an exploration of the subjective experiences of those who have been involved in service learning projects and the meanings they construct. Meanwhile, Asia as Method highlighted the specificity of the local context and offered a more radical edge to an interpretivist lens, particularly in terms of proposing changes to service learning in Vietnamese higher education. A reflexive thematic analysis (Braun & Clarke, 2019) of interview, document, and observation data revealed three distinguishing features of service learning in Vietnamese higher education: the importance of communities as a means for educational change, the challenges associated with navigating power relationships, and the significance of benevolence as moral value. My findings suggested important implications for policy development and service learning practices in Vietnamese higher education. In order to bridge the gap in literature on service learning in a socialist, communist, and Southeast Asian developing country, a framework for institutionalising service learning in Viet Nam is proposed, together with a set of tactics to support practitioners to sustain their service learning initiatives. I envisage that the framework will serve as a reference point for service learning initiatives in universities in the wider Asian region, particularly those with a Confucian heritage, ex-colonised territories, and developing countries.

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An alternative model of community service learning

Cited by 7 publications

References 29 publications

Reaching Across the Divide (RAD): Aboriginal Elders and Academics working together to improve student and staff cultural capability outcomes

Reaching Across the Divide (RAD): Aboriginal Elders and Academics working together to improve student and staff cultural capability outcomes

Reshaping Blended Learning after the COVID-19 Period in Higher Education

Contextualising Service Learning for Vietnamese Higher Education

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