ABSTRACT

With an increasing number of courses taught asynchronously online, it is important to explore how to implement high-impact practices in this modality. Service-learning – a high impact practice – is a course-based, credit-bearing type of experiential learning. It is important to understand instructional strategies and course design for service-learning in the online modality. This review provides an analysis of the last decade of research of Type II and Type IV eService-Learning (with service component online). Analysis of the literature reveals the absence of STEM disciplines, cursory attention to detailing reflection and assessment in describing learning environments in eService-Learning research, and heavy reliance on self-reported, subjective measures. This study presents a framework for performing service-learning fully online, regardless of discipline. Finally, this paper presents a clear call to research – one that aims at resolving unknowns within eService-Learning.

摘要

随着在线异步授课的课程越来越多，探索如何以这种方式实施高影响力的实践非常重要。服务学习——一种高影响力的实践——是一种以课程为基础、计学分的体验式学习。了解在线模式中服务学习的教学策略和课程设计非常重要。本综述分析了过去十年对类型 II 和类型 IV 电子服务学习（具有在线服务组件）的研究。对文献的分析表明，缺乏 STEM 学科，在描述电子服务学习研究中的学习环境时粗略地关注详细的反思和评估，以及严重依赖自我报告的主观测量。本研究提出了一个完全在线进行服务学习的框架，不顾纪律。最后，本文提出了一项明确的研究呼吁——旨在解决 eService-Learning 中的未知问题。