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dc.contributor.authorBringle, Robert
dc.contributor.authorHatcher, Julie
dc.date.accessioned2019-06-14T12:30:31Z
dc.date.available2019-06-14T12:30:31Z
dc.date.issued2005
dc.identifier.citationBringle, R., & Hatcher, J. (2005). Service learning as scholarship: why theory-based research is critical to service learning. Acta Academica, (Supplementum 3), 24-44.en_ZA
dc.identifier.issn0587 - 2405 (print)
dc.identifier.issn2415 - 0479 (online)
dc.identifier.urihttp://hdl.handle.net/11660/9801
dc.description.abstractEnglish: 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.en_ZA
dc.description.abstractAfrikaans: Diensleer bied ’n geleentheid om onderrig aan studente te verbeter en dra by tot die lewensgehalte van gemeenskappe. Hierdie artikel verken wyses waarop diensleer ook by die volgende ’n rol kan speel: geleenthede verskaf om navorsing en vakkundige werk uit te voer wat onderrig en leer kan verbeter; kan bydra tot die kennisbasis van dis- siplines en professies; die openbare doelstellings van hoër onderwys kan uitbrei; en gemeenskappe kan inlig op wyses wat hul kan bemagtig om tot aksie oor te gaan. Navorsing is by uitstek informatief wanneer inligting wat bekom word deur data- insameling, hetsy kwalitatief of kwantitatief, gebaseer is op ’n vaste teoretiese rasionaal en die resultate relevant is vir die verfyning van teoretiese proposisies wat toekomstige programontwerp en -implementering kan rig.en_ZA
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectService learningen_ZA
dc.subjectTheory-based researchen_ZA
dc.subjectScholarshipen_ZA
dc.titleService learning as scholarship: why theory-based research is critical to service learningen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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