Promoting Service Learning Via Online Instruction

Service learning and online instruction are both important and much debated topics in higher education. Many professors and colleges are attempting to use service learning and online instruction as effective learning tools for their student clientele. Both topics are being written about extensively in professional journals, as educators grapple with how to implement these two effective means of learning into class content. The purpose of this manuscript is to discuss service learning and online instruction in a symbiotic educational relationship. The authors discuss the efficacy and benefits of service learning and online instruction, and suggest ways to incorporate these techniques into the classroom. A case example is presented to illustrate the application of these two techniques as they are combined to produce an effective online course that provides students with a hands-on learning experience. ********** Online instruction is the latest in a number of technological initiatives reflecting the trend toward increased use of distance education (St. Pierre, 1998). Online instruction ranges from course supplemental models such as integrating electronic mail (e-mail) exercises or bulletin board conferences all the way to the virtual classroom, where the course is entirely online (Cyrs, 1997). The advent of this type of instruction has evoked considerable scholarly debate regarding the effectiveness of Internet-based instruction as a learning tool. Nationally, many academic programs are offering a growing number and range of courses via distance education. Online courses are currently being offered by the following entities: Motorola University, National Technological University, Jones International, Penn State’s World Campus, Western Governor’s University, and the University of Phoenix (Boettcher, 1999). Of course, numerous colleges offer an varying array of online courses. Emporia State University even offers its entire Masters degree in physical education program online. While offering online courses is not a new idea, it is still quite fresh and in its infancy of development, especially involving physical education classes. According to Johnson (1995), service learning is “a process of integrating volunteer community service combined with active guided reflection into the curriculum to enhance and enrich student learning of course material” (p. 1). In other words, students are guided through a volunteer experience that allows them to observe, practice and/or deliver skills and services that are taught in a classroom. The experience assists the students in making the transition from theoretical understanding to practical application of course concepts. Conversely, service learning presents students the opportunity to first learn by doing, and then develop a critical understanding of course content through classroom discussions. The benefits of service learning are multi-faceted. A well-designed service learning component of a course can benefit the students, participating agencies, and class instructor (Jackowski & Gullion, 1998). Students benefit primarily through the opportunity to practice newly learned skills in a functional environment (Johnson, 1995). Secondary benefits for students may be of greater importance and include improved social interaction skills, enhanced critical thinking and problem-solving skills, increased awareness of career choices, enhanced awareness of the real world, opportunities for growth through interaction with people from diverse cultures, and additional opportunities to “pad” a resume with necessary applicable work experiences so desired by employers (Johnson, 1995; Mattson & Shea, 1997; Sutton, 1989). The advantages to the community and participating agencies are equally important. Community agencies collaborating with universities in service learning projects often receive free support and consultation from the universities, as faculty members strive to develop the best learning environment for their students (Johnson, 1995).