“More Like a Real Human Being”: Humanizing Historical Artists Through Remote Service-Learning

Abstract

Background: In a digital age, service-learning partner organizations can expand beyond geographical locations accessible to the students. Particularly within fields digitizing archival sources, including art history, many learning outcomes achieved in traditional on-site service-learning programs can also result from remote access to staff and materials at non-local partner organizations. Purpose: This study analyzed the impact of a remote service-learning project between an upper division contemporary art history course at a regional university in Ohio and the Archives of American Art in Washington, D.C. Methodology/Approach: Over 3 consecutive years, the students used digitized visual and audio archival materials to edit transcripts of oral histories for web publication. At the conclusion of the project, the students conducted focus group interviews to analyze their perceptions of learning outcomes. Findings/Conclusions: Qualitative analysis of the interview transcripts yielded four primary themes in the data: disciplinary understanding, transferrable skill development, critical decision making, and emotional knowledge. Implications: Remote service-learning can facilitate many of the same learning outcomes as on-site experiences.

A Systematic Review of e-Service Learning in Higher Education

“…A study about students' critical reflection [16], a comparison between online and traditional service learning [14] and success factors of e-Service Learning [3] resulted in one each. -Lawler [3] Case Study Garca-Gutierrez et al [4] -Yusof [5] Mixed Methods Griffin [6] -Nielsen [7] -Shah [8] Case Study Howlett [9] Mixed Methods Helms [10] Saitta [11] Case Study Jia [12] Case Study Gasper-Hulvat [13] -McGorry [14] -Marcus [15] Action research Guthrie and McCracken [16] -Guthrie and McCracken [17] Qualitative Method Salam [18] -Chen [19] -Fry [20] -Ruso [21] Mixed Methods Harris [22] -…”

Teaching Social Marketing Using E-Service Learning Amidst Health and Humanitarian Crises: A Case Study from Lebanon

“…E-service learning can be defined as the application of service learning in which both the instructional and service components can be performed entirely or partially online [9]. Similar to traditional service learning, e-service learning requires a delicate balance between the knowledge acquired from the course materials and the time dedicated to applying this knowledge in projects catered to real-life scenarios [45,46]. Some recent evidence claims service learning can effectively catalyze knowledge transfer and community engagement while eliminating the traditional geographical boundaries imposed by face-to-face experiences [46].…”

“…For the students, e-service learning is similar to on-site experiences, enhancing soft critical skills, such as critical decision-making, time management, emotional intelligence, interpersonal and group communication, etc. [45][46][47]49]. For higher-education institutions, e-service learning can foster civic engagement, developing strong ties with local communities [47,50].…”

“Okokuqala ngokuya ndandiqala kwakungekho easy”: Feeling empowered to take collective action through community engagement

“…Reflection facilitates personal insight (Guthrie & McCracken, 2010) and opens opportunities for deeper, critical thinking (Gasper-Hulvat, 2018). Engaging in reflection encourages consideration of civic participation and its effects (Waldner, McGorry, & Widener, 2010).…”