The benefits and challenges of implementing service-learning in an advanced instructional design and technology curricula: Implications for teaching professional courses

Abstract

This paper reports on the benefits and challenges of integrating service-learning pedagogy into a professional course taught at a US Midwestern university. Data were collected via observations, interviews and analyses of students' online discussions, written reflections, and project work. Findings revealed that the servicelearning approach improves academic learning, increases motivation to learn and serve, escalates civic values and develops a sense of concern over broader social issues. Most importantly, it prepares students to be civic-minded professionals who are concerned with the betterment of society. Additionally, the authentic and open nature of service-learning was found to contribute to intense group conflicts. Suggestions to eliminate such challenges are also discussed.