Perception of community partners in projects with remote or in-person Service-Learning. Does the model play a role?
DOI:
https://doi.org/10.1344/RIDAS2023.16.4Keywords:
Community partners, relationship, commitment, remote working modelAbstract
Service-Learning (SL) seeks to promote the active role of the students who participate in the methodology by applying knowledge to real contexts through services delivered to community partners facing genuine challenges, and who also play a key role in the process (UC Faculty Development Center, 2023). In recent years, the COVID-19 pandemic has forced methodological adaptations with a significant impact on the presence-based nature of SL projects, thus encouraging remote work. In this context, this study aimed to discover possible differences in the perception of community partners according to the modality, whether remote or on-site, of the service projects in which they participated. For the purposes of this study, only the responses of the Community Partners Survey applied at the end of each of the subjects with SL at the Pontificia Universidad Católica de Chile, between 2019 and 2022 were analysed through a descriptive-comparative research design with quantitative and qualitative techniques. The results show that community partners value the experience positively, particularly the quality of collaborative work, distinguished by an attitude of respect and cordiality with teachers and students. The quality of the relationship between actors did not experience significant differences during remote implementation compared to the on-site one. This could suggest the possibility of having quality relationships in service projects, regardless of the work modality, as long as they are embedded in a methodology implementation model.
References
Batlle, R. (2013). El Aprendizaje-Servicio en España. El contagio de una revolución pedagógica necesaria. Editorial PPC.
Becker, S. y Paul, C. (2015). “It Didn’t Seem Like Race Mattered”: Exploring the Implications of Service-learning Pedagogy for Reproducing or Challenging Color-blind Racism. Teaching Sociology, 43, 184-200.
Bustamante, A. (2007). Más allá de la Universidad: Estudio de caso sobre resultados en la comunidad de proyectos que incorporan la metodología A+S. (Documento inédito). Centro de Desarrollo Docente. Pontificia Universidad Católica de Chile.
Caire, M.; González, M. S.; Jouannet, C.; Montalva, J. T. y Ponce, C. (2018). Uniservitate. https://repository.uniservitate.org/resources-repository/guia-para-la-institucionalizacion-de-aprendizaje-servicio-de-una-carrera/
Centro de Desarrollo Docente UC. (2023). Aprendizaje Servicio: Vitrina A+S. https://user-eku1m4o.cld.bz/Guia-para-el-Diseno-e-Implementacion-de-un-curso-con-Aprendizaje-Servicio-A-S-UC1/2-3/#zoom=z
https://drive.google.com/file/d/1Ydy6M0s11fC6P_Wg28ap9ojrUt9KN6HC/view?pli=1
Centro de Desarrollo Docente UC. (2023). Aprendizaje Servicio: Vitrina Socios comunitarios. https://view.genial.ly/64f08d1260524f001970bff2/interactive-image-vinculacion-socio-as
Cruz, N. & Giles, D. (2000). Where’s the community in service-learning research. Michigan Journal of Community Service Learning, 7(1), 28-34.
De la Cerda, M.; Graell, M.; Martín, M.; Múñoz, Á. y Puig, J.M. (2009). Aprendizaje y servicio, ejemplos y definiciones. En J.M. Puig (coord.). Aprendizaje Servicio (ApS) Educación y compromiso cívico. Graó.
Del Valle, F. (2023). Estudio de Casos A+S con la UC: Experiencias de Socios Comunitarios. (Tesis de pregrado inédita). Facultad de Ciencias Sociales. Pontificia Universidad Católica de Chile.
Escofet, A., Payá, M. y Rubio, L. (2016). Co-diseño y validación de instrumentos para construir conocimiento pedagógico a partir del análisis de experiencias de participación en proyectos de aprendizaje servicio. En AAVV. Aprendizaje-Servicio e innovación en la universidad. VII Congreso Nacional y II Internacional de Aprendizaje-Servicio Universitario. (635-643).
Eyler, J. & Giles, D. (1994). The impact of a college community service laboratory on students' personal, social, and cognitive outcomes. Journal of Adolescence, 17(4), 327339. doi:10.1006/jado.1994.1030
Eyler, J. (2009). The power of experiential education, Liberal Education, 95(4).
Fernández, R. y Gaete, G. (2008). Satisfacción con el servicio A+S UC. Una mirada desde los socios comunitarios. (Documento inédito). Centro de Desarrollo Docente. Pontificia Universidad Católica de Chile.
Furco, A. & S, Billig, (2002) Service learning: the essence of pedagogy. IAP.
Furco, A. (2003). Service-Learning: A Balanced Approach to Experiential Education. En Campus Compact (2003). Introduction to Service-Learning Toolkit.
Furco, A. (2010). El impacto educacional del Aprendizaje Servicio ¿Qué sabemos a partir de la investigación? University of California-Berkeley. http://roserbatlle.les.wordpress.com/2009/02/resultats-investigacio-aps-furco-modo-de-compatibilidad.pdf.
Geller, J.; Zuckerman, N. & Seidelm, A. (2016). Service-Learning as a Catalyst for Community Development: How do community partners benefit from SL? Education and Urban Society, 48(2), 151-175.
Jouannet, C.; Salas, M. y Contreras, M. (2013). Modelo de implementación de Aprendizaje Servicio (A+S) en la UC: Una experiencia que impacta positivamente en la formación profesional integral. Calidad en la educación, 39, 197-212.
Jouannet, C. (2017). Implementación de un Programa de Aprendizaje Servicio (A+S) desde la perspectiva de estudiantes participantes: Un estudio de caso en una universidad chilena. Tesis de Maestría. Universidad Alberto Hurtado. http://repositorio.uahurtado.cl/handle/11242/24635
Long, T. (2016). Influence of international service learning on Nursing Students´s self-efficacy towards cultural competence. Journal of Cultural Diversity, 23, 28-32.
Montalva, J.; Jouannet, C.; González, M. y O’Ryan, L. (2019). Aprendizaje Servicio en la Pontificia Universidad Católica de Chile (A+S UC). Un camino para el desarrollo de ciudadanos comprometidos. En V. Pizarro y B. Hasbún (eds.). Aprendizaje Servicio en la Educación Superior Chilena. Universidad de Chile.
Rondini, A. (2015). Observations of Critical Consciousness Development in the Context of Service Learning. Teaching Sociology, 43, 137-145.
Schelbe, L; Petracchi, H & Weaver, A. (2014). Benefits and Challenges of service learning in Baccalaureate social work programs. Journal of Teaching in Social Work, 34, 480-495
Tapia, M. N. (2006). Aprendizaje y servicio solidario: En el sistema educativo y las organizaciones juveniles. Ciudad Nueva.
Tapia, M.N. (2010). Service Learning Widespread in Latin America. Phi Delta Kappan, 91(5), 31-32.
Tejada, J. (2013). La formación de las competencias profesionales a través del aprendizaje servicio. Cultura y Educación, 25(3), 285-294. doi:10.1174/113564013807749669
Warren, J. (2012). Does service learning increase student learning?: A meta-analisis. Michigan Journal of Community Service -Learning, 56-61.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Fernanda Penela, Miguel Adasme, Chantal Jouannet, Raúl Cofré
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors submitting to this journal are in agreement with the following terms:
- Authors keep the authorship rights and give the journal the right of first publication.
- Submissions will be published according to Aquesta obra està sota una llicència internacional Creative Commons Attribution 4.0 which enables to share the work with third parties, as long as authorship is acknowledged, the first publication in this journal and the licence terms.
