AA 2005 Supplementum 3

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http://hdl.handle.net/11660/9671

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Browsing AA 2005 Supplementum 3 by Subject "Service learning"

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    Grounding service learning in South Africa
    (University of the Free State, 2005) O’Brien, Frances
    English: In response to the multiple and often contradictory demands on higher education, increased attention is being given to service learning (SL) in South Africa. This article reviews the debate regarding the desirability of theory for SL and considers the need for locally-grounded theory. Grounded theory is advocated as a research method which appears well-suited to the diversity which characterises SL. Based upon a constructivist paradigm of knowledge creation and employing primarily qualitative methodologies, grounded theory comprises concepts, categories and propositions which emerge from, and are verified through the experiences of the multiple stakeholders in SL. Although analysis is not structured by existing theoretical frameworks, a preliminary literature review is recommended to locate potentially relevant literature and to sensitise the researcher to themes which may surface in the study. The article concludes with such a review of the sources and nature of the literature and research, particularly that emanating from the South African higher education sector.
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    Research, monitoring and evaluation in service learning: the distinct characteristics of research into service learning
    (University of the Free State, 2005) Lategan, Laetus
    English: This article argues that research, monitoring and evaluation in service learning cannot be placed on one conceptual level. Research is about the creation of new knowledge. Monitoring and evaluation deal with, amongst other things, quality control and the development of a process. Although research, monitoring and evaluation can complement each other, they cannot be treated as one conceptual activity, since their aims and objectives differ. The problem statement is that the meaning of research, monitoring and evaluation will be lost if they are all treated on the same conceptual level. The aims of this article are to identify the difference between research, monitoring and evaluation in service learning as well as to identify a framework for research into service learning.
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    Service learning as scholarship: why theory-based research is critical to service learning
    (University of the Free State, 2005) Bringle, Robert; Hatcher, Julie
    English: Service learning provides an opportunity to improve instruction for students and contribute to the quality of life in communities. This article explores the ways in which service learning also presents opportunities to conduct research and scholarly work that can improve teaching and learning, contribute to the knowledge base of disciplines and professions, enhance the public purposes of higher education, and inform communities in ways that empower them to take action. Research will be most informative when the information that is gained through data collection, whether qualitative or quantitative, is based on a solid theoretical rationale and the results are relevant to refining theoretical propositions that can guide future programme design and implementation.
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    Service learning in South Africa: lessons learnt through systematic evaluation
    (University of the Free State, 2005) Mouton, Johann; Wildschut, Lauren
    English: This article is based on an evaluation report written for JET Education Services and covers a two-year period of an evaluation study of service learning courses (or modules) at five higher education institutions in South Africa. The article explores various models of service learning and considers the critical conditions for effective conceptualisation and delivery of a service learning course within an academic course. It also examines some of the key factors involved in the institutionalisation of service learning so that this form of community engagement can become a sustained and viable element of the normal academic offerings of South African higher education institutions.
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    A step-up action-research model for the revitalisation of service learning modules
    (University of the Free State, 2005) Seale, Ielse; Wilkinson, Annette; Mabel, Erasmus
    English: This reflective overview indicates how action research was utilised to revitalise and improve service learning modules for first-year nursing students at the University of the Free State. The two modules under consideration include a curriculum-based community development project in which the students compile a community profile and subsequently strive to address identified needs and challenges together with the community. A step-up action-research model was developed to enhance the quality of these service learning modules, mainly by focusing on a more thorough integration of service, learning and research, with this finally resulting in more sustainable student learning and community development. The research process has moreover demonstrated the importance and appropriateness of action research for the development of higher education service learning modules.