Reflection is an integral aspect of service-learning, but it does not simply happen by telling students to reflect. This paper describes the risks involved in poor quality reflection and explains the results of rigorous reflection. A rigorous reflection framework is introduced that involves objectively describing an experience, analyzing the experience, and then articulating learning outcomes according to guiding questions.

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 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.

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.

For those seeking empirical data regarding the value of service-learning, this meta-analysis provides considerable evidence. Representing data from 11,837 students, this meta-analysis of 62 studies identified five areas of gain for students who took service-learning courses as compared to control groups who did not. The students in service-learning courses demonstrated significant gains in their self-esteem and self-efficacy, educational engagement, altruism, cultural proficiency, and academic achievement. Studies of service-learning courses that implemented best practices (e.g., supporting students in connecting curriculum with the service, incorporating the voice of students in the service-learning project, welcoming community involvement in the project, and requiring reflection) had higher effect sizes.

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.

Felten and Clayton define service-learning, describe its essential aspects, and review the empirical evidence supporting this pedagogy. Both affective and cognitive aspects of growth are examined in their review. The authors conclude that effectively designed service-learning has considerable potential to promote transformation for all involved, including those who mentor students during the service-learning experience.

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).

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.

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.

Historically, universities have lauded their role in developing citizens who contribute to the public good. Every community needs citizens who are knowledgeable about local issues of inequity and who are willing to work with others to advocate for and help bring about positive social change related to those issues. This article examines the influence of service-learning experiences in fostering philanthropy and civic activity that continues after graduation. Five suggestions are made for tailoring service-learning such that students can eventually become civic-minded graduates.

Although an older publication, this article is not outdated. Jones describes how some students resist examining assumptions and refuse to see how their beliefs perpetuate negative stereotypes. These students challenge both the faculty member teaching the service-learning course and classmates. Jones discusses the need for faculty to anticipate how to respond to students’ racist or homophobic comments in a way that acknowledges where the students are developmentally, while also honoring the complexity involved. Additionally, the author recommends that faculty examine their own background and level of development relative to issues of privilege and power that can arise in service-learning pedagogy.

Developing a positive partnership with a community organization is a critical aspect service-learning. McDonald and Dominguez discuss best practice for service-learning and explain a framework for developing a successful partnership in the community. Faculty need to

1. Identify the objectives of the course that will be met through service,
2. Identify the community organization whose mission or self-identified need can be address with service-learning,
3. Define the purpose of the project, the roles, responsibilities and benefits of individuals involved,
4. Maintain regular communication with the community partner, and
5. Invite the community partner to the culminating student presentation on their service-learning.

Two service-learning projects, one for an environmental course and another for an elementary methods science course, are described along with the positive outcomes for students and community partners.

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.

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.

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.

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.

Based on a review of literature for civic learning outcomes, the authors of this article propose a model for a civic-minded graduate, which involves the intersection of identify, educational experiences, and civic experiences within a cultural and social context. The authors then outline ten domains of civic learning outcomes organized according to knowledge, skills, dispositions, and behavioral intentions. All ten of the domains are manifest in literature on service-learning and civic engagement. The authors describe the instruments used to measure the civic-minded graduate construct and three studies conducted for the purpose of establishing validity of this construct. The article concludes with implications for practice in programs designed to promote civic development, using the construct of a civic-minded graduate as a metaphorical north star.

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.

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.

This article describes immersive learning in the context of international service learning (or domestic service learning that happens away from the local community surrounding an institution) where students and faculty live and work together in a deeply immersive environment. The article is careful to articulate the difference in international or away service learning, where the immersion is constant, with localized experiences where the service learning experience is socketed into a student’s day. The article also discusses the value and need of the instructor working in close proximity to students as a facilitative guide to the learning experience. 

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.