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

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.