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Assessing Service-Learning Approach: Semantic Meanings of Learning Outcomes and Student Experiences

Year 2021, Issue: 2021 Özel Sayı: 2. Uluslararası Dijital Çağda İletişim Sempozyumu, Süreklilikler ve Kesintiler: Kültürler, Pazarlar ve Siyaset, 33 - 68, 29.12.2021

Selin Türkel Ebru Uzunoğlu Pınar Umul Ünsal

https://doi.org/10.24955/ilef.1037956
Cited By: 1

Abstract

This study uncovers existing practices of service-learning (SL) in higher education institutions. This was achieved by an examination of 64 courses in Turkish universities with accessible learning outcomes. The study also incorporates a “best practice” case study, a communication campaign combatting hate speech against refugee children. A comparison was made of general learning outcomes and individual and community outcomes reported by 43 students enrolled in the course in which the campaign was executed. Both text-based learning outcomes and student interview data were subject to semantic network analysis. SL courses in general display a strong emphasis on learning through projects, but the case study results indicated an absence of important outcomes such as engagement and citizenship values. In other respects, these courses not only aimed at significant learning outcomes in cognitive and affective domains, but also at assisting the transfer of necessary communication skills. The study presents insights for development of higher education curricula and implications for further research.

Keywords

service-learning semantic network analysis learning outcomes student experiences communication campaign

References

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Hizmet Ederek Öğrenme Yaklaşımının Değerlendirilmesi: Öğrenme Çıktıları ve Öğrenci Deneyimlerinin Semantik Anlamları

Year 2021, Issue: 2021 Özel Sayı: 2. Uluslararası Dijital Çağda İletişim Sempozyumu, Süreklilikler ve Kesintiler: Kültürler, Pazarlar ve Siyaset, 33 - 68, 29.12.2021

Selin Türkel Ebru Uzunoğlu Pınar Umul Ünsal

https://doi.org/10.24955/ilef.1037956
Cited By: 1

Abstract

Bu çalışma, yüksek öğretim kurumlarındaki mevcut hizmet ederek öğrenme uygulamalarını ortaya koymaktadır. Bu amaçla Türkiye’deki üniversitelerde sunulan ve erişilebilir öğrenme çıktıları bulunan toplam 64 ders incelemeye tabi tutulmuştur. Çalışmada ayrıca mülteci çocuklara yönelik nefret söylemiyle mücadele eden bir iletişim kampanyası, “başarılı uygulama” olarak örnek olay yaklaşımıyla ele alınmıştır. Genel öğrenme çıktıları ile örnek olaya konu olan kampanyanın yürütüldüğü dersi alan 43 öğrencinin ortaya koyduğu bireysel ve toplumsal çıktılar karşılaştırılmıştır. Metin tabanlı öğrenme çıktıları ve öğrenci deneyimlerini içeren görüşme verileri anlamsal ağ analizine tabi tutulmuştur. Hizmet ederek öğrenme dersleri genel olarak proje yoluyla öğrenme üzerinde yoğunlaşmakta, ancak örnek olay incelemesi sonuçlarında yer alan katılım ve vatandaşlık değerleri gibi önemli kazanımları içermemektedir. Öte yandan bu dersler, bilişsel ve duyuşsal alanlarda önemli öğrenme kazanımlarını hedeflemenin yanı sıra gerekli iletişim becerilerinin aktarılmasına da yardımcı olmaktadır. Çalışma, yüksek öğretim müfredatının geliştirilmesine ilişkin içgörüler ve gelecek araştırmalar için çıkarımlar sunmaktadır.

Keywords

hizmet ederek öğrenme anlamsal ağ analizi öğrenme çıktıları öğrenci deneyimleri iletişim kampanyası

References

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  • Ban, Hyun-Jeong, and Hak-Seon Kim. 2019. "Semantic Network Analysis of Hotel Package Through the Big Data." Culinary Science & Hospitality Research 25, no. 2: 110-119. https://doi.org/10.20878/cshr.2019.25.2.014
  • Berman, Sally. 2006. Service Learning: A Guide to Planning, Implementing, and Assessing Student Projects. California: Corwin Press.
  • Bingham, Shereen G., and Patrick T. McNamara. 2008. "The Promise of Public Dialogue In Service-Learning Courses." Reflections 8.1. https://reflectionsjournal.net/wp-content/uploads/2019/10/V8.N1.Bingham.Shereen.pdf
  • Birdwell, Jonathan, Ralph Scott, and Edward Horley. 2013. "Active Citizenship, Education and Service Learning." Education, Citizenship and Social Justice 8, no. 2: 185-199. https://doi.org/10.1177/1746197913483683
  • Bringle, Robert G., and Julie A. Hatcher. 1999. "Reflection in Service Learning: Making Meaning or Experience." Educational Horizons (Spring): 179-185. https://digitalcommons.unomaha.edu/slceeval/23
  • Butin, Dan W. 2003. "Of What Use Is It? Multiple Conceptualizations of Service Learning Within Education." Teachers College Record 105, no. 9: 1674-1692. https://academic.macewan.ca/csl/files/2014/04/Of-What-Use-Is-It_-Multiple-Conceptualizations-of-Service-Learning-Within-Education.pdf
  • Caspersz, Donella, and Doina Olaru. 2017. "The Value of Service-Learning: The Student Perspective." Studies in Higher Education 42, no. 4: 685-700. https://doi.org/10.1080/03075079.2015.1070818
  • Celio, Christine I., Joseph Durlak, and Allison Dymnicki. 2011. "A Meta-Analysis of The Impact of Service-Learning on Students." Journal of Experiential Education 34, no. 2: 164-181. https://doi.org/10.1177%2F105382591103400205
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  • De Nooy, Wouter, Andrej Mrvar, and Vladimir Batagelj. 2011. Exploratory Social Network Analysis with Pajek. Cambridge: Cambridge University Press.
  • Dewey, John. 1938. Experience and education. New York: Collier Books.
  • do Amaral, João Alberto Arantes. 2019. "Combining Community-Based Learning and Project-Based Learning: A Qualitative Systemic Analysis of The Experiences and Perceptions of Students and Community Partners." Partnerships: A Journal of Service-Learning and Civic Engagement 10, no. 1: 129-145. http://libjournal.uncg.edu/prt/article/viewFile/1733/1306
  • Duffy, Karen G. 1999. Personal Growth and Behavior. McGraw-Hill/Dushkin.
  • Eser, Hamza Bahadır, and Pınar Sarışahin. 2016. "Cinsiyet-Siyasal Katılım İlişkisi: SDÜ Örnek Olayı." Süleyman Demirel Üniversitesi Vizyoner Dergisi 7, no. 15: 38-58. https://doi.org/10.21076/vizyoner.252105
  • Eudey, Betsy. 2012. "Civic Engagement, Cyberfeminism, and Online Learning: Activism and Service Learning in Women's and Gender Studies Courses." Feminist Teacher 22, no. 3: 233-250. https://doi.org/10.5406/femteacher.22.3.0233
  • Farago, Pamela, Marissa L. Shuffler, and Eduardo Salas. 2019. "The Design, Delivery, and Evaluation of Crew Resource Management Training." In Crew Resource Management, 251-282. Academic Press. https://doi.org/10.1016/B978-0-12-374946-8.10007-X
  • Gelen, İsmail. 2017. "P21-Program ve Öğretimde 21. Yüzyıl Beceri Çerçeveleri (ABD Uygulamaları)." Disiplinlerarası Eğitim Araştırmaları Dergisi 1, no. 2: 15-29. https://dergipark.org.tr/en/download/article-file/386403
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Details

Primary Language English
Journal Section Articles
Authors

Selin Türkel 0000-0002-6590-5607

Ebru Uzunoğlu 0000-0002-9715-8415

Pınar Umul Ünsal 0000-0001-6350-6824

Publication Date December 29, 2021
Published in Issue Year 2021Issue: 2021 Özel Sayı: 2. Uluslararası Dijital Çağda İletişim Sempozyumu, Süreklilikler ve Kesintiler: Kültürler, Pazarlar ve Siyaset

Cite

APA Türkel, S., Uzunoğlu, E., & Umul Ünsal, P. (2021). Assessing Service-Learning Approach: Semantic Meanings of Learning Outcomes and Student Experiences. Ankara Üniversitesi İlef Dergisi(2021 Özel Sayı: 2. Uluslararası Dijital Çağda İletişim Sempozyumu, Süreklilikler ve Kesintiler: Kültürler, Pazarlar ve Siyaset), 33-68. https://doi.org/10.24955/ilef.1037956
AMA Türkel S, Uzunoğlu E, Umul Ünsal P. Assessing Service-Learning Approach: Semantic Meanings of Learning Outcomes and Student Experiences. Ankara Üniversitesi İlef Dergisi. December 2021;(2021 Özel Sayı: 2. Uluslararası Dijital Çağda İletişim Sempozyumu, Süreklilikler ve Kesintiler: Kültürler, Pazarlar ve Siyaset):33-68. doi:10.24955/ilef.1037956
Chicago Türkel, Selin, Ebru Uzunoğlu, and Pınar Umul Ünsal. “Assessing Service-Learning Approach: Semantic Meanings of Learning Outcomes and Student Experiences”. Ankara Üniversitesi İlef Dergisi, no. 2021 Özel Sayı: 2. Uluslararası Dijital Çağda İletişim Sempozyumu, Süreklilikler ve Kesintiler: Kültürler, Pazarlar ve Siyaset (December 2021): 33-68. https://doi.org/10.24955/ilef.1037956.
EndNote Türkel S, Uzunoğlu E, Umul Ünsal P (December 1, 2021) Assessing Service-Learning Approach: Semantic Meanings of Learning Outcomes and Student Experiences. Ankara Üniversitesi İlef Dergisi 2021 Özel Sayı: 2. Uluslararası Dijital Çağda İletişim Sempozyumu, Süreklilikler ve Kesintiler: Kültürler, Pazarlar ve Siyaset 33–68.
IEEE S. Türkel, E. Uzunoğlu, and P. Umul Ünsal, “Assessing Service-Learning Approach: Semantic Meanings of Learning Outcomes and Student Experiences”, Ankara Üniversitesi İlef Dergisi, no. 2021 Özel Sayı: 2. Uluslararası Dijital Çağda İletişim Sempozyumu, Süreklilikler ve Kesintiler: Kültürler, Pazarlar ve Siyaset, pp. 33–68, December 2021, doi: 10.24955/ilef.1037956.
ISNAD Türkel, Selin et al. “Assessing Service-Learning Approach: Semantic Meanings of Learning Outcomes and Student Experiences”. Ankara Üniversitesi İlef Dergisi 2021 Özel Sayı: 2. Uluslararası Dijital Çağda İletişim Sempozyumu, Süreklilikler ve Kesintiler: Kültürler, Pazarlar ve Siyaset (December 2021), 33-68. https://doi.org/10.24955/ilef.1037956.
JAMA Türkel S, Uzunoğlu E, Umul Ünsal P. Assessing Service-Learning Approach: Semantic Meanings of Learning Outcomes and Student Experiences. Ankara Üniversitesi İlef Dergisi. 2021;:33–68.
MLA Türkel, Selin et al. “Assessing Service-Learning Approach: Semantic Meanings of Learning Outcomes and Student Experiences”. Ankara Üniversitesi İlef Dergisi, no. 2021 Özel Sayı: 2. Uluslararası Dijital Çağda İletişim Sempozyumu, Süreklilikler ve Kesintiler: Kültürler, Pazarlar ve Siyaset, 2021, pp. 33-68, doi:10.24955/ilef.1037956.
Vancouver Türkel S, Uzunoğlu E, Umul Ünsal P. Assessing Service-Learning Approach: Semantic Meanings of Learning Outcomes and Student Experiences. Ankara Üniversitesi İlef Dergisi. 2021(2021 Özel Sayı: 2. Uluslararası Dijital Çağda İletişim Sempozyumu, Süreklilikler ve Kesintiler: Kültürler, Pazarlar ve Siyaset):33-68.

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