Effects of service-learning as opposed to traditional teaching-learning contexts: a pilot study with three different courses

Abstract

IntroductionService-Learning (SL) is an innovative teaching-learning proposal with an increasingly wide application in higher education. Previous studies show its potential to generate positive personal, academic, social and citizenship outcomes among students who participate in it. But studies that help understand in depth its real impact, particularly in comparison with more traditional teaching-learning contexts, are still scarce. MethodThis study explores the effects of Service-Learning on 122 university students, who were attending Psychology (n = 80), Social Work (SW; n = 19) and Applied Foreign Languages (AFL; n = 23) degree courses. These participants were organized into service-learning and traditional teaching-learning groups and assessed on expectations and impact of the service-experience, development of social and civic skills, and life goals.ResultsResults show significant differences between pre- and post-tests in life goals, namely an increase in hedonistic and wellbeing goals for Psychology students, political, hedonistic, religious, personal development, and wellbeing goals for SW students, and social and wellbeing goals for AFL students. Students in Psychology and AFL increased their expectations with the service and students in the AFL developed more pro-social behaviors.DiscussionThese results are encouraging for the expansion of this transformative teaching-learning practice to courses of different scientific areas, although with some specificities, with the purpose of contributing to a more responsible, critical and participatory society in the creation of the common good.

Pedagogical Innovation with Sense? A Seminal Experiment of Service-Learning in Gerontological Social Work

“…It is imperative that university institutions and educators reflect on the adequacy of the institution and the program to guarantee the most optimal alignment with the vision and mission of the institution, as well as to achieve the learning objectives of the program. In this context, the training of social work professionals requires the development of both technical and personal skills, and S-L seems to be perfectly adapted in terms of focusing on the integral human development of students and their commitment to social responsibility [11]. There are vulnerabilities in society that justify calls for social support and intervention, and service-learning brings universities closer to their contexts and contributes to social change.…”

“…Service-learning (S-L) is an educational approach that integrates community service and academic learning in an innovative way, focusing on two fundamental dimensions: the holistic development of the student and social responsibility [11]. This teaching methodology requires integration with the academic curriculum and aims to provide learning experiences based on authentic situations and needs, combining classroom learning with real-life experiences [12].…”