Service-Learning or Internship: A Mixed-Methods Evaluation of Experiential Learning Pedagogies
المؤلفون المشاركون
Leary, Miriam P.
Sherlock, Lori A.
المصدر
Education Research International
العدد
المجلد 2020، العدد 2020 (31 ديسمبر/كانون الأول 2020)، ص ص. 1-9، 9ص.
الناشر
Hindawi Publishing Corporation
تاريخ النشر
2020-08-01
دولة النشر
مصر
عدد الصفحات
9
التخصصات الرئيسية
الملخص EN
Experiential learning pedagogies, including internship and service-learning experiences, are becoming increasingly popular in higher education.
An internship engages students with hands-on experiences that enhance their learning or skills within their fields of study.
In contrast, service-learning is a type of experiential education in which students participate in service, typically within the community, and reflect on their involvement to gain further understanding of the discipline as well as its relationship to societal needs.
To date, no study has directly compared these teaching modalities.
Therefore, the present study systematically evaluated a service-learning experience against an internship experience using a mixed-methods model with the primary outcome being student self-efficacy.
Sixteen exercise physiology students (13 females) completed a community-based wellness internship with a subgroup (nine students, 7 females) allocated to a service-learning component of internship designed to improve self-efficacy.
At the end of the semester, students completed a 15-item online self-efficacy and satisfaction survey.
Three focus groups were conducted in which 3-4 participants responded to a series of nine questions that explored their experience.
Overall responses to the self-efficacy and satisfaction survey were favorable for both groups, but the internship group was more likely to agree or strongly agree with statements of self-efficacy.
Focus groups found that the internship experience reinforced classroom learning, but the ability to work with different populations and ability levels was mentioned only by the service-learning group.
Themes from reflective assignments, such as engaging with community members and professional exploration, were evident only in the service-learning group responses.
Therefore, the findings indicate that service-learning reflection assignments successfully connect the service experience to relevant course outcomes promoting student development but may not improve self-reported self-efficacy beyond that of a typical internship experience.
نمط استشهاد جمعية علماء النفس الأمريكية (APA)
Leary, Miriam P.& Sherlock, Lori A.. 2020. Service-Learning or Internship: A Mixed-Methods Evaluation of Experiential Learning Pedagogies. Education Research International،Vol. 2020, no. 2020, pp.1-9.
https://search.emarefa.net/detail/BIM-1158830
نمط استشهاد الجمعية الأمريكية للغات الحديثة (MLA)
Leary, Miriam P.& Sherlock, Lori A.. Service-Learning or Internship: A Mixed-Methods Evaluation of Experiential Learning Pedagogies. Education Research International No. 2020 (2020), pp.1-9.
https://search.emarefa.net/detail/BIM-1158830
نمط استشهاد الجمعية الطبية الأمريكية (AMA)
Leary, Miriam P.& Sherlock, Lori A.. Service-Learning or Internship: A Mixed-Methods Evaluation of Experiential Learning Pedagogies. Education Research International. 2020. Vol. 2020, no. 2020, pp.1-9.
https://search.emarefa.net/detail/BIM-1158830
نوع البيانات
مقالات
لغة النص
الإنجليزية
الملاحظات
Includes bibliographical references
رقم السجل
BIM-1158830
قاعدة معامل التأثير والاستشهادات المرجعية العربي "ارسيف Arcif"
أضخم قاعدة بيانات عربية للاستشهادات المرجعية للمجلات العلمية المحكمة الصادرة في العالم العربي
تقوم هذه الخدمة بالتحقق من التشابه أو الانتحال في الأبحاث والمقالات العلمية والأطروحات الجامعية والكتب والأبحاث باللغة العربية، وتحديد درجة التشابه أو أصالة الأعمال البحثية وحماية ملكيتها الفكرية. تعرف اكثر