Service learning — what and why?

“Service-learning is a form of experiential learning in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development" - Jacoby (1996).

Service learning is established through experiential education — learning by doing. It should not be thought of as interchangeable with "volunteerism". While both might happen either during or after school hours, service learning combines both "doing" and "reflecting" as an integral part of its success — it is a type of experiential education that cultivates deep learning. The primary objective of experiential learning is: (1) to allow students to work in hands-on settings where their main motivation is service and (2) where learning exists in two ways — students have to participate in the experience and think about what happens during the entire experience and as a result of it. The importance of reflection includes: transforming experience into genuine learning about individual goals, values and social issues, challenging students to link service learning activities to its aims and stimulate higher-level thinking and problem-solving. A well-crafted reflection allows students to ponder on what was achieved and how it can relate to a bigger context.

"Learning is the process whereby knowledge is created through the transformation of experience" (Kolb, 1984). According to Kolb, learning involves acquiring conceptual theories and applying them to a variety of different scenarios. It involves a 4-stage cycle of learning and 4 contrasting learning styles.

David Kolb’s Experiential Learning Model

Effective learning is developed when a person advances through the cycle of four stages of: (1) having a concrete experience followed by (2) reflecting on that experience leading to (3) forming abstract analysis and conclusions which are (4) used to test hypothesis in situations in the future, allowing new experiences to birth forth.

Another way to structure the reflection is using Rolfe et al (2001) reflection model which is established upon three simple questions: 1. What? 2. So what? 3. Now what?

Examples of questions to be asked in each step

I feel that even though this type of learning detaches away from the traditional classroom, it grants students an opportunity to link what they are learning with action, at the same time helping to enhance lives around them. Ideally, service learning is a balance between "service" and "learn", with equal emphasis placed on both and each complementing the other. It also offers students the opportunity to be participating, caring and responsible members of the society. As they develop and explore different approaches to contribute to their communities, they can gain a deeper understanding of themselves and grow in self-confidence, self-esteem and extend their capacity to care for the public service. Students are also encouraged to think critically and problem solve in real-world situations. As students become active citizens in their communities, they can gain first-hand experience of social issues which can in turn help them to challenge or even transform any previously held views that they had.

Majority of the knowledge we acquire comes through daily life experiences, not solely based on the textbook that we read or concepts taught in the classroom. In a well-designed service learning program, both ethical decision-making ("should" part of decision-making) and moral reasoning ("why" something happened and "why" someone act in a certain way) can be learnt. One of the most attractive attribute of service learning project is that they offer an exceptional chance to make curriculum applicable while meeting the community’s needs.

Instead of the teacher being the dispenser of knowledge, students are also empowered to be the doers and take on more responsibility for their own learning. Teachers then become just the facilitator or "coach".

“Sometimes people are afraid of the unknown — of people who might be different from them — whether it be socio-economic or that they live in a totally different country or area". Service learning allows students to take away priceless insights into the community and practical application of their knowledge into the real world. As they go out and experience what it feels like to work with undeserved populations, it will build them personally and interpersonally. They will gain a deeper understanding of themselves as they explore and promote ways to contribute to the communities. Simultaneously, students gain a more in-depth understanding about real life practice of crucial concepts such as service, trustworthiness and empathy.

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References:

1. McLeod, S. A. (2017, Oct 24). Kolb - learning styles. Simply Psychology. https://www.simplypsychology.org/learning-kolb.htmlBringle, R. G. & Hatcher, J. A. (1996).

2. Implementing Service-Learning in higher education. Journal of Higher Education, 67(2), pp. 221-239.Rolfe, G., Freshwater, D., Jasper, M. (2001) Critical reflection in nursing and the helping professions: a user’s guide. Basingstoke: Palgrave Macmillan.