ERIC Number: EJ1043039
Record Type: Journal
Publication Date: 2014
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1812-9129
EISSN: N/A
Positive Effects of Peer-Led Reflection on Undergraduates' Concept Integration and Synthesis during Service Learning
Hudsonm Monika; Hunter, Keith O.
International Journal of Teaching and Learning in Higher Education, v26 n1 p12-25 2014
Service learning that features mutually constructed community-based service can enhance the understanding of a range of concepts (Butin, 2006). However, such service is often seen as "charity" as opposed to a dually constructed experience that is central to real learning (Howard, 2000; Tellis, 2011). This project was designed to determine whether the early interjection of peer-led reflections into an undergraduate course would result in students having gained a dual partnership perspective by mid-semester. Exploratory results suggest that peer-led reflections may have both increased student understanding of service learning and contributed to the quantity and quality of theoretical course concepts cited.
Descriptors: Service Learning, Undergraduate Students, Peer Relationship, Reflection, Cooperative Learning, Essays
International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A