1. Inside Online Service-Learning: Students’ Perspectives Nicole Peterson, M.S. Student, University of Wisconsin-Milwaukee Megan DuFrane, M.S. Student, University of Wisconsin-Milwaukee Adapted From: November, 2015: Boston, MA IARSLCE Conference

2. Overview Similarities and differences between online and face-to-face service-learning Structure of our online service-learning course Benefits and challenges of integrating service-learning in online courses Recommendations for faculty and students

3. Introducing Megan Previous experience with face-to-face course with service-learning First online course in fall 2014 (graduate level) First time taking online service-learning course in spring of 2015 Research reflects our experiences in our first online service-learning course Service-Learning at United Community Center, in Milwaukee, WI

5. Definitions Service-Learning: combination of students providing meaningful service to their communities related to their course of student and includes a reflection component (Giles, Honnet, & Migliore, 1991) Online Service-Learning or E-Service-Learning: courses with the instructional component, service component for both online (Strait & Sauer, 2004) Waldner, McGorry, & Widener (2012) - 4 models of e-service-learning Hybrid Type I: teaching and learning component are online and the service component in-person

6. Research Questions 1.What are the benefits and challenges of taking a service-learning course online from the perspective of two master’s degree seeking students? 1.What can we learn from students’ experiences in an online service-learning course? 1.What best practices do two students recommend for creating and participating in online service-learning courses?

7. Method Qualitative Case Study (Stake, 2010) Autoethnographic experiences (Adams, Jones, & Ellis, 2015; Denzin & Lincoln, 2005) “research, writing, and method that connect the autobiographical and personal to the cultural and social” (Ellis, 2005, p. 765). Reporting from our own perspectives as students’

8. Relevance: Dramatic Increase in Online Courses in Higher Education Growing need to integrate service-learning into online classes Explosion of student enrollment in online classes Fall 2011, 6.7 million students taking at least one online course Increase of 572,000 from 2010 (Allen & Seaman, 2013, p. 17) Broadens definition of community and has the potential to have a larger impact on students’ own local communities (Butin, 2013)

9. Context of Our Online Service- Learning Course Ed Pol 609: Community Partnerships, University of Wisconsin-Milwaukee Service-Learning Component Professor worked with UWM’s Center for Community Based Learning & Research to develop list of placements 20 hours for undergrads, 25 hours for grads Required service-learning agreements Online Reflections

10. Online Classes With and Without Service-Learning Similarities Structure UWM’s online platform is Desire to Learn (D2L) Introduction and announcements posted by professor at beginning of week Discussion posting by students at least twice a week Assignments posted and submitted online Asynchronous: “Check-in and check-out” of course Differences Online course with service-learning more engagement between students Group assignments Student discussion outside of virtual classroom Have to attend placement locations Discussions about shared experiences More responsibility Less flexible - time commitment to placement site

11. Face-to-face versus Online for Service-Learning Similarities Student discussion and reflection of service- learning experiences in a structured format Journal or reflection assignments related to service-learning experiences and connectedness to course content Method of choosing service-learning placements Differences ●Online courses can be impersonal where face-to-face courses are more engaging ●Real-time impact of face-to-face reflection and discussion with peers ●Difficult to create engaging discussions, because online peers post at their convenience whereas face-to-face discussion is immediate ●Face-to-face more community partner engagement throughout course

12. Benefits of Including Service-Learning in an Online Course Deeper connection to course material Student engagement in communities University partnership with greater community Value of service-learning for students, faculty, and community partners “ Your interest and participation becomes deeper and broader within service-learning because of the connection to the material. You become a more active and better service- learner at your placement after reviewing the material.” (Igoni Igoni, Ed Pol 609, undergraduate)

13. Challenges of Including Service-Learning in an Online Course Community partners not involved in classroom experiences Orientation at discretion of placement site Difficult to create meaningful reflections between students Lack of timely feedback after writing discussion posts More lead time to set up placement sites on part of instructor

14. Recommendations for Faculty from Students 1.Establish criteria for service-learning placements 2.Minimize distinctions between community and classroom learning 3.Have a visual sample of service-learning out in the community for students 4.Foster the relationship between faculty, students, and community 5.Connect course content and service-learning placement sites 6.Reflections 7.Meaningful discussions about course material and service-learning experiences 8.Engagement beyond the online forum

15. Recommendations for Students from Students 1.Research options for service-learning in community, expect that it can take longer than a face-to-face course 2.Participate in extra non-virtual discussion formats with peers and instructor 3.Choose an organization that is intriguing for service-learning hours 4.Be mindful of the representation that you have out in the community 5.Be supportive and respectful of the other students in the class 6.Take the initiative to learn from your placement site 7.Take advantage of networking opportunities 8.Write a thank you letter at the end of semester for service-learning placement

16. Summary Service-learning allows meaningful student experiences in both face-to-face and online courses E-service-learning is necessary as online courses are increasingly offered by universities Need for more research on online service-learning Students perspectives can offer valuable insight into their experiences in online service-learning There are special challenges in online service-learning courses that need to be addressed for them to be successful

17. References: Slide Two Picture: http://www.huffingtonpost.com/2014/09/05/wiche-student-data_n_5773388.html Butin, D. (2013, March). Does community engagement have a place in a placeless university? The New England Journal of Higher Education. Retrieved from http://www.nebhe.org/thejournal/moocs-will-save-us-or-not-does-community-engagement-have-a-place-in-a-placeless- university/ Ellis, C. As found in: Denzin, N., & Lincoln, Y. (2005). Autoethnography- Making the Personal Political. In The Sage handbook of qualitative research (3rd ed., pp. 763-791). Thousand Oaks: Sage. Giles, D., Honnet, E., & Migliore, S. (1991). Research agenda for combining service and learning in the 1990s. Raleigh, NC: National Society for Internships and Experiential Education. Stake, R. (2010). Qualitative Research: Studying How Things Work. Guilford Press. New York: New York. Waldner, L., McGorry, S., & Widener, M. (2012). E-service-learning: The evolution of service-learning to engage a growing online student population. Journal of Higher Education Outreach and Engagement, 16(2), 123-150.

18. THANK YOU!