Methods of Reflection about Service Learning: Guided vs. Free, Dialogic vs. Expressive, and Public vs. Private

Abstract

Methods of Reflection about Service Learning: Guided vs. Free, Dialogic vs. Expressive, and Public vs. Private aBSTraC T reflection is a key component of service learning, but research shows that in order to maximize learning, the reflection must be of high quality. This paper compares the affordances of three different models of written reflection in engendering students' higher-order thought processes. Student reflections were compared across axes of guided versus free response, dialogic versus expressive reflection, and pub lic versus private reflection. results indicate that guided reflection yields more response than free reflection does. Dialogic and guided reflections both yield more integration of knowledge from service learning activities within a larger context. results for pub lic reflection versus private were mixed. ethical considerations for pub lic reflection are also discussed.Key WOrDS reflection, applied learning, experiential learning, service learning, blogsAs instructors work with students to meet course objectives through service learning, intentional reflection about the process is an important way for students to integrate knowledge of theory with experience in practice. In fields where direct service is not a goal of the discipline-for example, in business or communications-engaging students in effective reflection can be a challenge, as it may be more difficult to convince students of the need for it. This is unfortunate because reflection will be an essential part of successfully integrating their knowledge into a professional context.Reflection has been well studied and is key to distinguishing service learning from volunteering. There are many types of reflection, in clud ing group discussion, partner interactions, and other face-to-face opportunities. This paper investigates the affordances of different types of written reflection along three dimensions. We examine the reflections of students enrolled in multiple sections of an international service learning class. Cases are drawn from the same cohort of students, who are doing similar projects, but engaging in different methods of reflection. Their level of criti cal thinking about the service experience is coded and compared.

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