Students' reflections in an online service-learning (OS-L): An analysis of learning outcomes

College

College of Liberal Arts

Department/Unit

Theology and Religious Education

Document Type

Article

Source Title

International Journal of Research on Service-Learning & Community Engagement

Volume

12

Issue

1

First Page

2

Last Page

14

Publication Date

2024

Abstract

Education plays several important roles, one of which is to promote cognitive development that enriches the social aspects of learners. Service-learning as a pedagogy is reported to develop students’ personal aspects and social engagement. As a teaching tool, students can reflect and better understand their experiences by writing reflections in concluded service-learning activities. However, the unprecedented COVID-19 pandemic posed a challenge in accomplishing course deliverables that required educators to redesign learning delivery and how service-learning pedagogy can be facilitated virtually. Following Kolb’s experiential learning theory, the researchers utilized the rubric that assesses the academic service-learning (AS-L) of gathered reflection papers of Grade 12. This study aims to explore how their online experiences can contribute to a positive learning outcome using the following dimensions: (a) awareness of the purpose of service, (b) critical thinking, (c) application of the AS-L experience to the academic knowledge base and objectives of the course, (d) responsibility to the community, and (e) impact on student’s personal life. These were analyzed using reflexive thematic analysis with computer-assisted data analysis software MAX Qualitative Data Analysis. Given that service-learning plays a vital role in the academic milieu, the outcomes of this study may be used as a benchmark in the sphere of Philippine education and how it can contribute to enhancing students’ reflective process.

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Disciplines

Service Learning

Keywords

Service learning

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