The role of experiential learning and volunteer motivation in service-learning business course in higher education

Abstract

Although educators suggest integrating Kolb’s four stages of experiential learning cycle in service-learning (SL) pedagogy, no higher education research has demonstrated how to create experiential activities for each stage. Little is known about the impacts of student volunteer motivation and individual learning strategies. This research examines the effects of undergraduates’ perceptions of experiential learning and volunteer motivation in a business SL course on student learning outcomes. Two field studies were conducted. Volunteer motivation and experiential learning perception influence student learning outcomes. To capitalize on the benefits of SL pedagogy, a high-level experiential learning course is a must.