Pregled bibliografske jedinice broj: 1180510
Service-Learning as a Novelty Experience at Central and Eastern European Universities: Students’ Narratives of Satisfaction and Premises of Change
Service-Learning as a Novelty Experience at Central and Eastern European Universities: Students’ Narratives of Satisfaction and Premises of Change // Service Learning, Educational Innovation And Social Transformation / Regueiro, Bibiana ; Bringle, G. Robert ; Santos-Rego, A. Miguel (ur.).
Lausanne: Frontiers Media, 2022. str. 77-90 doi:10.3389/978-2-88974-395-7
CROSBI ID: 1180510 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
Service-Learning as a Novelty Experience at
Central
and Eastern European Universities: Students’
Narratives of Satisfaction and Premises of Change
Autori
Ćulum Ilić, Bojana ; Brozmanová Gregorová, Alžbeta ; Ruso, Alina Simona
Vrsta, podvrsta i kategorija rada
Poglavlja u knjigama, znanstveni
Knjiga
Service Learning, Educational Innovation And Social Transformation
Urednik/ci
Regueiro, Bibiana ; Bringle, G. Robert ; Santos-Rego, A. Miguel
Izdavač
Frontiers Media
Grad
Lausanne
Godina
2022
Raspon stranica
77-90
ISBN
978-2-88974-395-7
Ključne riječi
service-learning, service learning as novelty, students’ satisfaction with service-learning course, service-learning at Central and Eastern European universities, service-learning benefiting students, service-learning as paradigmatic shift
Sažetak
As a proxy of community-engaged teaching and learning pedagogy in higher education institutions (HEIs), service-learning (SL) has just recently become a phenomenon of research and policy interest in the European Higher Education Area (EHEA). This study explores the first-ever service-learning experience of 246 students coming from three universities at Central and Eastern Europe (Slovakia, Romania and Croatia). Research findings speak in favour of students’ satisfaction with their first-ever SL experience, regardless of the country of their residence. Students from all three countries highly value their SL experience as it provided them with possibilities to learn a lot about the academic field and community as well, by facilitating their personal and professional contribution to the community. The legacy of SL courses relates with paradigmatic shifts in various academic aspects, like students and professors changing roles, students being placed in the centre of the learning process, connectedness of the curricula with the real-life setting, better understanding and appreciation of subjects studied. As for the non-academic related aspects, students’ reflection disclose their acknowledgment of personal growth and changes related with cognitive, emotional and behavioural dimensions. Our findings reveal that the unique experience students had with the SL courses shaped their narratives into ones of satisfaction and change.
Izvorni jezik
Engleski
Znanstvena područja
Pedagogija
Napomena
Rad je objavljen dva puta - prvi puta u časopisu, a
zatim kao poglavlje u uredničkom izdanju knjige
"Service Learning, Educational Innovation And Social
Transformation"
