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Promoting service learning via online instruction

College Student Journal - December 1, 2001

Service learning and online instruction are both important and much debated topics in higher education. Many professors and colleges are attempting to use service learning and online instruction as effective learning tools for their student clientele. Both topics are being written about extensively in professional journals, as educators grapple with how to implement these two effective means of learning into class content. The purpose of this manuscript is to discuss service learning and online instruction in a symbiotic educational relationship. The authors discuss the efficacy and benefits of service learning and online instruction, and suggest ways to incorporate these techniques into the classroom. A case example is presented to illustrate the application of these two techniques as they are combined to produce an effective online course that provides students with a hands-on learning experience.

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Online instruction is the latest in a number of technological initiatives reflecting the trend toward increased use of distance education (St. Pierre, 1998). Online instruction ranges from course supplemental models such as integrating electronic mail (e-mail) exercises or bulletin board conferences all the way to the virtual classroom, where the course is entirely online (Cyrs, 1997). The advent of this type of instruction has evoked considerable scholarly debate regarding the effectiveness of Internet-based instruction as a learning tool.

Nationally, many academic programs are offering a growing number and range of courses via distance education. Online courses are currently being offered by the following entities: Motorola University, National Technological University, Jones International, Penn State's World Campus, Western Governor's University, and the University of Phoenix (Boettcher, 1999). Of course, numerous colleges offer an varying array of online courses. Emporia State University even offers its entire Masters degree in physical education program online. While offering online courses is not a new idea, it is still quite fresh and in its infancy of development, especially involving physical education classes.

According to Johnson (1995), service learning is "a process of integrating volunteer community service combined with active guided reflection into the curriculum to enhance and enrich student learning of course material" (p. 1). In other words, students are guided through a volunteer experience that allows them to observe, practice and/or deliver skills and services that are taught in a classroom. The experience assists the students in making the transition from theoretical understanding to practical application of course concepts. Conversely, service learning presents students the opportunity to first learn by doing, and then develop a critical understanding of course content through classroom discussions.

The benefits of service learning are multi-faceted. A well-designed service learning component of a course can benefit the students, participating agencies, and class instructor (Jackowski & Gullion, 1998). Students benefit primarily through the opportunity to practice newly learned skills in a functional environment (Johnson, 1995). Secondary benefits for students may be of greater importance and include improved social interaction skills, enhanced critical thinking and problem-solving skills, increased awareness of career choices, enhanced awareness of the real world, opportunities for growth through interaction with people from diverse cultures, and additional opportunities to "pad" a resume with necessary applicable work experiences so desired by employers (Johnson, 1995; Mattson & Shea, 1997; Sutton, 1989).

The advantages to the community and participating agencies are equally important. Community agencies collaborating with universities in service learning projects often receive free support and consultation from the universities, as faculty members strive to develop the best learning environment for their students (Johnson, 1995). Agencies that employ a service learning program can also use their contact with students to promote future recruitment efforts. In many disciplines where openings exceed applicants, attempts to recruit new employees can be competitive. Agencies participating in service learning projects may have an advantage over agencies without prior contact with students. Finally, on the surface it may appear as if the agencies will have access to free help. However, agencies should be reminded that, while service learning can provide increased person power, the nature of service learning demands that students are nurtured through the experience, a somewhat time consuming procedure.

Experienced faculty are aware of the benefits of service learning for the course instructor as well as the university. These faculty members recognize that new approaches to service delivery often originate in the field, as opposed to the university lab or classroom (Johnson, 1995). Instructors who coordinate with agencies to provide service learning will often have an opportunity to learn these new service techniques before they reach the textbooks. This infusion of new information helps to keep the instructor up-to-date with innovative programming, resulting in an improved professional preparation program. Service learning also provides the university a forum for creating a positive public image by fulfilling a sense of moral obligation to the community (Jackowski & Gullion, 1998).

Selecting the Appropriate Class

Though many college courses can benefit from service learning, instructors may want to carefully match the service learning experience with the intent of the course and the students' current levels of competency. Introductory courses and courses that present theoretical models can employ service learning experiences that allow students to observe the profession in action. Observations allow students to make the connection between theory (classroom information) and practice (service learning experience) without subjecting the students to the anxiety-producing experience of actually performing. The performance-based service learning experiences can be reserved for the more advanced classes that build on students' theoretical base of knowledge. As students take senior level courses that teach specific skills, service learning experiences can be selected and designed to allow students to practice and develop these skills.

Designing the Service Learning Experience

The success of the service learning experience may rest on the preparation by and collaboration of the course instructor (and maybe the entire department) and the participating agency. Both the agency and the instructor should have pre-determined expectations of each other, as well as predetermined objectives for evaluating student growth. One of the more functional tools may be a two-part series of contracts and agreements. The first contract is an agreement between the agency and the instructor (or instructor's department). In this agreement, specific responsibilities of each party are spelled out. For example, agreements could address the minimum and maximum number of students allowable/expected, the background knowledge and experiences expected of students as they enter the learning experience, and the specific service learning activities that students will perform (e.g., observing, leading, coordinating, administering). Specific responsibilities of the instructor and the agency supervisor can also be spelled out, like the procedures for referring, accepting, and evaluating students, and the amount of time the course instructor will be on-sight to observe. These pre-determined agreements can prolong a happy relationship between agencies and universities.

A second contract between the agency and the student can spell out the pre-determined expectations of each party. This agreement becomes especially helpful in the event that students performance and/or behavior becomes counterproductive to agencies mission. We have found it helpful to require students to "apply" for a service learning position. This component of the service learning experience not only requires students to practice the skills necessary for acquiring a position (i.e., writing a letter of application, presenting a resume, and interviewing), but also allows agencies to elect not to accept students who present themselves poorly, lack motivation or the prerequisite skills, or have schedules that do not meet the needs of the agency. Additional performance criteria that can be addressed in the contract includes dress codes, attendance requirements, specific job responsibilities, methods of evaluations, and agency procedures.

Applying Service Learning to Online Instruction

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