Abstract:
Community-university partnerships through service-learning have
progressively developed as part of institutions of higher education’s
mission statements. This paper explores the qualitative reflections of
410 undergraduate students enrolled in an academic recreation science
course on a first time service-learning experience in South Africa. The
study asks the question: ‘how can pre-service and formative reflections
used in a social constructive approach impact on collaborative, indepth
learning?’ Students were tasked to keep reflective journals to
express concerns as pre-service-learning and formative reflections
over a four week, twenty hour service-learning experience. The servicelearning
program aligned with the social constructivism principles
of collaborative learning, which occurred under the guidance and supervision of a lecturer, was embedded in a realistic problem, required collaborative problem solving and collaboration with the community partner and involved self-direction and self-management of students. Both pre-service and formative reflection themes changed over the three year study period. Results suggested that the initial service-learning experience did not contribute to a positive attitude towards community engagement and did not contribute to skill development. Results of the study confirmed the value of reflection as a tool in service-learning and commensurate with the overall aim and purpose of service-learning in institutions of higher education.
