Exploring Different Perspectives on Limitations and Promises of Service-Learning as an Innovative Pedagogy: Review of Literature

Abstract

In the last two decades service-learning has become very popular as an innovative educational approach all over the world. Studies have reported that as an innovative and distinct instructional method it benefits both students and communities alike. However, despite of this, its effectiveness as an educational practice is still debated. This paper investigates into this gap in the current service-learning literature. The paper has two aims. First, to answer the questions that how service-learning is a distinct innovative pedagogy and why its effectiveness is still questioned. Second, to explore the challenges that it faces and opportunities it provides. The review reveals that although service-learning is different from traditional methods, its position as effective method is still opposed by many quarters. A small number of researchers consider it as a time-consuming and expensive practice. However, the larger group holds the view that service-learning is effective and reciprocal method. On the basis of this review, this paper concludes that as an innovative pedagogy, service-learning achieves two aims: community receives service and students get learning. This characteristic makes it a distinctly unique educative method.

Pedagogical change and innovation culture in secondary education: a Delphi study

“…The service learning process is characterized by self-reflection, self-discovery and the acquisition of values, skills and knowledge through experience. In any of its varieties, it has four common characteristics: recognition of academic credits, service to the community, structured reflection and reciprocal collaboration (Said et al, 2015).…”

Exploring Outcomes of Service-Learning Participantion: Evidence from Pakistan

“…Third, many educational institutions around the world have embraced servicelearning as a teaching and learning approach (Butin, 2010;Lieberman, 2014). This innovative pedagogy is considered effective in preparing the young for workplace and civic responsibilities (Brown, 2015;Lambright, 2008;Said, Ahmad, Mansor, & Awang, 2015). Fourth, it is believed that the service-learning activities (also known as service-learning projects) can promote different academic outcomes in students, including civic development and teamwork skills development (Denby, 2008;Falk, 2012;Phillips, 2011).…”

“…As the first step in developing the instrument, a vast amount of literature on outcomes of service-learning was reviewed (e.g., Ahmad, Said, Mansor, Mokhtar, & Ghani, 2014;Billig & Eyler, 2003;Bringle & Hatcher, 1995;Birdwell et al, 2013;Brown, 2015;Burns & Stokamer, 2011;Butin, 2010;Calvert & Kurji, 2012;Couse & Russo, 2006;Daly, Baker, & Williams, 2014;Daniel, 2013;Deba, Jabor, Buntat, & Musta'mal, 2014;Deba, Jabor, Sukri Saud, & Buntat, 2015;Deeley, 2010;Denby, 2008;Eyler & Giles, 1999;Eyler et al, 1997;Felten & Clayton, 2011;Ferrari & Chapman, 2014;Furco, 2010;Gershenson-Gates, 2012;Gerstenblatt & Gilbert, 2014;Greenman, 2014;Jacoby, 2003;Jacoby, 2013;Jerome, 2012;Lu & Lambright, 2010;O'Grady, 2014;Said, Ahmad, Hassan, & Awang, 2015;Said, Ahmad, Mansor, & Awang, 2015;Waterman, 2014). Afterwards important significant statements were collected, and out of these statements, three themes were extracted: content knowledge, interpersonal skills, and volunteering attitude.…”

Perceptions and Expectations of Students towards the Role of Academic Advisors in Malaysian Public Universities

“…University administrators are constantly exploring better ways to support student success [1][2]. Examples of initiatives introduced to ensure that students get continuous assistance throughout their studies are leadership training programs for student leaders [3], service-learning for critical pedagogy of teaching [4][5][6][7][8], entrepreneurship programs [9], student exchange programs [10], and academic advising [11][12].…”