CEL facilitates multi-institutional research on engaged learning topics. Participants from institutions around the world collaborate over three years, producing scholarship that shapes research and practice globally.
CEL is home to two book series. In addition, CEL research seminars and other initiatives have produced 100+ publications (to date).
CEL’s concise guides offer research-informed practices for engaged learning.
CEL’s concise guides offer practical strategies for studying engaged learning.
CEL brings together international leaders in higher education to develop, synthesize, and share rigorous research on central questions about student learning.
The CEL Scholar role and CEL Student Scholars program enable Elon faculty and students to deepen their understanding of and professional development in scholarly activity on engaged learning.
Bharath, Del. 2020. "Using eService-learning to practice technical writing skills for emerging nonprofit professionals." Journal of Nonprofit Education and Leadership 10 (1): 62-81. https://doi.org/10.18666/JNEL-2020-V10-I1-9420.
Bharath uses an e-service learning project as an educational tool that helps students develop technical writing skills and meet their partner organization’s needs in an online nonprofit course. Furthermore, this paper provides a discussion on the benefits and challenges facing e-service learning projects.
Bourelle, Tiffany. 2014. "Adapting service-learning into the online technical communication classroom: A framework and model." Technical Communication Quarterly 23 (4): 247-264. https://doi.org/10.1080/10572252.2014.941782.
Bourelle implements an e-service learning project in a distance communication course. The researcher specifically examined students’ sense of civic responsibility, application of skills, peer learning, and their use of technology.
Branker, Kadra, Jacqueline Corbett, Jane Webster, and Joshua M. Pearce. 2010. "Hybrid Virtual- and Field Work-Based Service Learning with Green Information Technology and Systems Projects." Informational Journal for Service Learning in Engineering 5 (2): 44-59. https://doi.org/10.24908/ijsle.v5i2.3166.
In this study, the authors take a hybrid-approach to create a service-learning project with Engineering students. Using a two-prong approach, the authors had students completed the first half of the project virtually and second half in the field. Additionally, the authors reflected on the use of virtual versus traditional methods of service-learning.
Dailey-Hebert, Ashley, Emily Donnelli-Sallee, and Laurie N. DiPadvoa-Stocks, eds. 2008. Service-eLearning: Educating for Citizenship. Information Age Publishing, Inc..
Grounded in the theory-to-practice of service-learning, this edited book proposes a new model that blends existing service-learning methods with eLearning pedagogy. The book also recognizes how emerging technology can shape how students participate in eService-learning projects.
Dailey-Herber, Amber, and Emily Donnelli. 2010. "Service-eLearning: Educating Today’s Learners for an Unscripted Future." International Journal of Organizational Analysis 18 (2): 216-227. https://doi.org/10.1108/19348831011046272.
This paper examines how educators can use eLearning pedagogies in service-learning courses through theoretical frameworks and practical considerations. Though authors intended to use their findings to help create innovative pedagogical approaches to respond to emerging technology and educational preferences of Millennials, the results can be adapted to fit Gen-Z students as well.
García-Gutierrez, Juan, Marta Ruiz-Corbella, and Araceli del Pozo Armentia. 2017. " Developing Civic Engagement in Distance Higher Education: A Case Study of Virtual Service-Learning (vSL) Programme in Spain." Open Praxis 9 (2): 235-244. http://dx.doi.org/10.5944/openpraxis.9.2.578.
Using the university’s competence framework and the service-learning methodology, the authors propose a virtual service-learning project between students from the Universidad Nacional de Educación a Distancia (Spain) and the University of Porto-Novo (Benin).
Guthrie, Kathy L., and Holly McCracken. 2010. "Making a Difference Online: Facilitating Service-Learning through Distance Education." Internet and Higher Education 13: 153-157. https://doi.org/10.1016/j.iheduc.2010.02.006.
Through this case study, Guthrie and McCraken examine how service-learning pedagogies can be used in an online format. The authors explore how to create a virtual learning environment as well as the associated benefits and challenges.
Harris, Usha S. 2017. "Virtual Partnerships: Engaging Students in E-service Learning Using Computer-mediated Communication." Asia Pacific Media Educator 27 (1): 103-117. https://doi.org/10.1177%2F1326365X17701792.
The author examined how Australian students engaged in mediated intercultural dialogue through an e-service learning project with a non-government organization in India. Additionally, the author analyzed the online tools students utilize and their online communication processes and habits during this project.
McWhorter, Rochell R., Julia A. Delello, and Paul B. Roberts. 2016. "Giving Back: Exploring Service-Learning in an Online Learning Environment." Journal of Interactive Online Learning 14 (2): 80-99.
McWhorter, Delello, and Roberts examined how service-learning opportunities could be embedded in an online graduate business course. The study sought to understand the academics benefits of having a service-learning an online course and how did students apply their coursework to their service-learning experience.
Purcell, Jennifer W. 2017. "Community‐Engaged Pedagogy in the Virtual Classroom: Integrating eService‐Learning Into Online Leadership Education." Journal of Leadership Studies 11 (1): 65-70. https://doi.org/10.1002/jls.21515.
Using theoretical and practical consideration, Purcell examines how community-engaged pedagogies, such as service-learning, can be used by leadership educators in creating an online community-engaged course.
Sandy, Marie G., and Zeno E. Franco. 2014. "Grounding Service-Learning in the Digital Age: Exploring a Virtual Sense of Geographic Place Through Online Collaborative Mapping and Mixed Media." Journal of Higher Education Outreach and Engagement 18 (4): 201-227. https://openjournals.libs.uga.edu/jheoe/article/view/1158.
In this case study, the authors explore using collaborative mapping to help students create a virtual sense of place in their service e-learning experience.
Soria, Krista M., and Brad Weiner. 2013. "A “Virtual Fieldtrip”: Service Learning in Distance Education Technical Writing Courses." Journal of Technical Writing and Communication 43 (2): 181-200. https://doi.org/10.2190%2FTW.43.2.e.
The authors performed a mixed-methods experimental study to see how incorporating a virtual service-learning experience can affect student learning outcomes in a distance technical writing course. The purpose of the study was to determine how service-learning could enhance student learning outcomes in a distance course and to understand how virtual learning can be deepened through community engagement.
Waldner, Leora, Sue McGorry, and Murray Widener. 2010. "Extreme E-Service Learning (XE-SL): E-Service Learning in the 100% Online Course." MERLOT Journal of Online Learning and Teaching 64 (4): 839-851. https://jolt.merlot.org/vol6no4/waldner_1210.pdf.
In this study, the authors explore the concept of extreme e-service learning, where instruction and service projects are entirely online. Additionally, the authors examine the benefits, challenges, and best practices of implementing an extreme e-service learning experience.
Waldner, Leora S., Murray C. McGorry, and Sue Y. Widener. 2012. "E-Service Learning: The Evolution of Service-Learning to Engage a Growing Online Student Population." Journal of Higher Education Outreach and Engagement 16 (2): 123-150. https://openjournals.libs.uga.edu/jheoe/article/view/936.
In this literature review, the authors examined the evolution and expansion of e-service learning. From this review, they have identified four types of e-service learning—Hybrid: Instruction Online with Service on Site, Hybrid: Instruction on Site with Service Online, Hybrid: Instruction and/or Service Partially on Site and Partially Online, and Extreme: Instruction and Service 100% Online—and best practices in conducting these endeavors.
Yusof, Azizah, Noor Azean Atan, Jamalludin Harun, and Mehran Doulatabadi. 2019. "Developing Students Graduate Attributes in Service Learning Project through Online Platform." Proceedings of the International Conference on Industrial Engineering and Operations Management: 3524-3537. http://ieomsociety.org/ieom2019/papers/815.pdf.
Though this study provides a mixture of face-to-face and online instruction to create a hybrid service-learning experience for Engineering undergraduate students in Malaysia, the authors explore how virtual tools such as online discussions and online meetings can have a positive impact on the student’s learning and engagement.