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EService Learning Creating Experiential Learning and Civic Engagement Through Online and Hybrid Courses 1st Edition by Jean R Strait ISBN 1620360659 9781620360651

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EService Learning Creating Experiential Learning and Civic Engagement Through Online and Hybrid Courses 1st Edition Jean R. Strait Digital Instant Download

Author(s): Jean R. Strait; Katherine Nordyke; Andrew Furco
ISBN(s): 9781620360651, 1620360659
Edition: 1
File Details: PDF, 10.50 MB
Year: 2015
Language: english
SKU: EB-51560570 Category: Tags: , ,

EService Learning Creating Experiential Learning and Civic Engagement Through Online and Hybrid Courses 1st Edition by Jean R Strait – Ebook PDF Instant Download/Delivery:1620360659, 9781620360651
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Product details: 

ISBN 10: 1620360659 

ISBN 13: 9781620360651

Author: Jean R. Strait

This book serves as an introduction to using online teaching technologies and hybrid forms of teaching for experiential learning and civic engagement. Service-learning has kept pace neither with the rapid growth in e-learning in all its forms nor with the reality that an increasing number of students are learning online without exposure to the benefits of this powerful pedagogy.Eservice-learning (electronic service-learning) combines service-learning and on-line learning and enables the delivery of the instruction and/or the service to occur partially or fully online. Eservice-learning allows students anywhere, regardless of geography, physical constraints, work schedule, or other access limitations, to experience service-learning. It reciprocally also equips online learning with a powerful tool for engaging students.In eservice-learning, the core components of service, learning, and reflection may take a different form due to the online medium—for example, reflection often occurs through discussion board interactions, journals, wikis, or blogs in an eservice-learning course. Moreover, the service, though still community-based, creates a world of opportunities to connect students with communities across the globe—as well as at their very own doorstep.This book introduces the reader to the four emerging types of eservice-learning, from Extreme EService-Learning (XE-SL) classes where 100% of the instruction and 100% of the service occur online, to three distinct forms of hybrid where either the service or the instruction are delivered wholly on-line – with students, for instance, providing online products for far-away community partners – or in which both are delivered on-site and online. It considers the instructional potential of common mobile technologies – phones, tablets and mobile reading devices. The authors also address potential limitations, such as technology challenges, difficulties sustaining three-way communication among the instructor, community partner, and students, and added workload.The book includes research studies on effectiveness as well as examples of practice such drafting grants for a community partner, an informational technology class building online communities for an autism group, and an online education class providing virtual mentoring to at-risk students in New Orleans from across the country.

Table of contents: 

Part One Essentials, Components, and Nuts and Bolts of eService-Learning
1 Pedagogy of Civic Engagement, High-Impact Practices, and Eservice-Learning
Civic Engagement, Service-Learning, and Social Justice
What Is Civic Engagement?
How Is Civic Engagement Taught?
What Is Service-Learning?
Seven Elements of High-Quality Service-Learning
Integrated Learning
High-Quality Service
Collaboration
Student Voice
Civic Responsibility
Reflection
Evaluation
What Are High-Impact Educational Practices?
Why Is Service-Learning Considered a High-Impact Educational Practice?
What If I Am an Online Teacher Who Is New to Service-Learning? Where Do I Start?
Making the Case for eService-Learning
References
2 eService-Learning: Breaking Through the Barrier
eService-Learning in Action
eService-Learning: What Is It?
Are There Different Types of eService-Learning?
Why eService-Learning Might Outperform Traditional Service-Learning Courses
Converting a Traditional Service-Learning Course to eService-Learning
Incorporating eService-Learning Into Existing Online Courses
Institutionalizing eService-Learning
Conclusion
References
3 Developing an Eservice-Learning Experience for Online Courses
Use of Service-Learning in the Online Environment
Designing the eService-Learning Experience Format
Determining the Service-Learning Experience
eService-Learning Program Assessment Tools
Essential Steps for Creating the Course and Syllabus for eService-Learning
Final Thoughts on the Essential Steps
References
Appendix A Essential Steps for Creating the Course and Syllabus for Eservice-Learning
Appendix B Sample Confidentiality, Conduct, Liability, Photo, and Publication Release Form
Confidentiality, Conduct, and Liability Release
Confidentiality
Conduct
Liability
Photographic Release (Check Only One Box)
Publication Permission (Check Only One Box)
Appendix C Sample Service-Learning Paragraph
Service-Learning Course Statement
Appendix D Core Element Checklist for Service-Learning Courses
Core Element Checklist for Service-Learning Courses
4 Supporting Eservice-Learning Through Technology
How Technologies Foster Learning
Step 1 Using Technology to Extend Instructional Impact
Step 2 Developing an Online Community and Virtual Culture
Step 3 Teaching Technology to Students
Using Technology in Service-Learning
Matching Technology Tools and eService-Learning
Content Delivery
Service Delivery
Communication
Technology for Data Collection and Analysis
Tools for the Reflection Process
Conclusion
References
Part Two Models for Eservice-Learning
5 Hybrid I
Institutional Contexts: Missouri State University’s eService-Learning Program
Definition: Hybrid I—Instruction Online; Service-Learning On-site
The Missouri State University eService-Learning Model
Implementing eService-Learning at Missouri State University
Technology Utilized With eService-Learning Courses
Tying It All Together: Creating Course Reflection Opportunities for eService-Learning Students
Option 1
Option 2
Option 3
Missouri State University Data Collection of eService-Learning
Fall 2013 With Optional eService-Learning
Moving the Needle Forward: New Assessment Efforts
General Recommendations for Other Colleges and Universities
Benefits of eService-Learning Hybrid I
References
Appendix Missouri State University CASL Service-Learning Outcomes
Critical Thinking
Communication
Career and Teamwork
Civic Responsibility
Academic Development and Educational Success
Public Affairs Mission:
6 Hybrid II: A Model Design for Web Development
Service-Learning at Pace University
What Is a Hybrid II eService-Learning Model?
Course Development
What Is Done Online?
What Is Done Off-line?
Synergy of Civic Engagement and Course Content
Nonprofit Organizations: The eService-Learning Partners
The Students
Critical Success Factors for the eService-Learning Hybrid II Model
References
7 Hybrid III: Each One, Teach One: Lessons From the Storm
Institutional Contexts: Hamline University, Avalon High School, Dr. Martin Luther King Jr. Charter School for Science and Technology, and The Depot House
Hamline University, St. Paul, Minnesota
Avalon High School, St. Paul, Minnesota
Dr. Martin Luther King Jr. Charter School for Science and Technology, 9th Ward, New Orleans
The Depot House, New Orleans, Louisiana
Definition of Hybrid III: Instruction and Service Partially On-site and Online
The EOTO Model
Program Goals
Student Academic Achievement in New Orleans
Technology
Hamline Student Civic Awareness and Links to 21st-Century Skills
Trip 4: Hamline Student Interviews
Participant Demographics
Interview Questions
Analysis: Themes
Year 1 and Year 2 Participants’ Responses
Year 3 and Year 4 Participants’ Responses
Discussion
Conclusions and Recommendations
References
8 Hybrid IV: Extreme Eservice-Learning: Online Service-Learning in an Online Business Course
Definition
General Considerations
Time Frame
Student and Partner Availability
Course Tools
Partner Logistics
Creating an Extreme eService-Learning Course
LaSalle University Model
Lessons Learned
Initial Meeting With Client
Commitment From Client to Be Available Online: Chats, Boards, E-mail
Electronic Resources (Library Databases, Websites, etc.) and Meetings With the Librarian
Instructor Availability
Essential Tools
Reflection
Limitations
Client Relationships
Teamwork Online
Sense of Community
Summary
References
9 Mixed Hybrid: Hybrid I and Hybrid III Eservice-Learning: Investigating the Influence of Online Components on Service-Learning Outcomes at the University of Georgia
Institutional Context: The University of Georgia
Hybrid I: An Online Service-Learning Tutoring Course
Survey Instrument
Participants
Variables and Analyses
First Analysis: Contribution of Online Discussion to Learning Outcomes
Second Analysis: Comparing Hybrid I, Hybrid III, and Face-to-Face Service-Learning Courses
Discussion
Conclusion
Notes
References
Appendix Survey Items Used for Composite Variables
Part Three Next Steps and Future Directions
10 Community Engagement and Technology for a More Relevant Higher Education
Troubling Times in Higher Education
Community-Engaged Teaching
21st-Century Technology
The Evolution of Education Through Technology and Community Engagement
Connected
Personal
Creating
Open
Seizing an Opportunity
References
11 Conclusions, Recommendations, and Final Thoughts
Before We Log Off …

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Jean R Strait,Learning,Experiential