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- W2135280985 abstract "Research studies reflect mixed results on whether or not service-learning increases student learning outcomes. The current study seeks to reconcile these findings by extending a meta-analysis conducted by Novak, Markey, and Allen (2007) in which these authors examined service-learning and student learning outcomes. In the current study, 11 research studies satisfying particular criteria were included. Results suggest that service-learning does in fact increase student learning (d = .332). Results from moderator analyses suggest that service-learning has a positive influence on student learning outcomes irrespective of the way learning was measured. Experiential learning methods, including servicelearning, are increasing among universities across the United States. Many disciplines share in this enthusiasm, with an increase in academic courses across disciplines, including communication, using the service-learning pedagogy (Oster-Aaland, Sellnow, Nelson, & Pearson, 2004; Sellnow & Oster, 1997). By definition, service-learning is a pedagogical strategy in which students engage in community service that will enhance their understanding of course concepts and enable them to make contributions to their communities (Rhodes & Davis, 2001). Furthermore, Eyler and Giles (1999) suggest that the service-learning experience needs to satisfy four criteria to be considered successful: (1) personal and interpersonal development, (2) understanding and applying knowledge learned in class, (3) perspective transformation, and (4) developed sense of citizenship." @default.
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- W2135280985 date "2012-03-22" @default.
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- W2135280985 title "Does Service-Learning Increase Student Learning?: A Meta-Analysis." @default.
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