EService-Learning: A Decade of Research in Undergraduate Online Service–learning. Issue 2 (3rd April 2021)

• Record Type: Journal Article
• Authors: Faulconer, Emily
• Is Part Of: American journal of distance education. Volume 35:Issue 2(2021)
• Page Start: 100
• Page End: 117
• Publication Date: 2021-04-03
• Subjects: Distance education -- United States -- Periodicals; 371.35097
• DOI: 10.1080/08923647.2020.1849941
• Languages: English
• ISSNs: 0892-3647

Abstract

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.