What is service learning
Service learning is a teaching method, which uses exposure to the needs of society as a major learning technique. There are two components to the process, the first of which is the priority on acquiring new skills and knowledge (Caspersz & Olaru, 2017). The second one is practicing them in a real-life situation. Supporting the academic lessons with practice brings meaning to the theory and raises social responsibility of the students. At the same time, participation in actual problem-solving makes students helpful members of the community.
Types of service learning
Service learning activities may take the form of participation in an awareness campaign, where students are required to bring an academically proven issue to public awareness. Another example would be the participation in the garbage cleaning after the study of the effects of improper waste disposal and the benefit of regular site cleanings. One more manifestation is the incorporation of students in fund raising following an academic debate about the importance of enriching the greenery in the school yard.
Importance of service learning
Providing service learning takes time to plan and provide the service is the true statement because of the complexity of the initiative to combine learning with actual social needs. A constant trap, into which many academics fall, is that the theoretically proven issues find little practical application (Lovat & Clement, 2017). It is challenging to convince people to pay attention and invest resources to any initiative. Service learning providers have to study an important issue, convey its significance to the public in a concise manner and attract the students. Therefore, thorough planning is necessary to ensure the success of the persuasion efforts and the enthusiasm of the participants.
References
Caspersz, D., & Olaru, D. (2017). The value of service-learning: The student perspective. Studies in Higher Education, 42(4), 685-700. Web.
Lovat, T., & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129. Web.