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Resumen de Problem-based learning in higher education service learning: implications for theory-practice-transfer

M. Arnold

  • This Scholarship of Teaching and Learning (SoTL) project deals with the problem-based learningprocess of students in an undergraduate service learning course at a German University of Applied Sciences.Based on a lean design thinking cycle (observation-ideation-implementation; cf. Ries, 2011) andthe continuous reflection on their learning experiences, students in this course learn to implement acrowdfunding project for social enterprises. As previous research has shown, the didactic concept ofservice learning in this course initiates problem-based learning at different levels. This will be donethrough the following aspects: (a) a deep understanding and exploration of a topic in their field of training(here, financing of social enterprises), (b) the promotion of both entrepreneurial as well as intraandinterpersonal communication and team skills, (c) community engagement and social responsibilityin challenging fields of society, while applying theories, concepts and methods to practice, and (d) thepreparation for a job in child and youth work at the bachelor level (EQR level 6). The project includesopen observations of the self and others, collection of interview data to describe students’ perceptionof a problem, contracting, structuring their learning process, decision-making, communication, conflictand problem-solving skills, and team development. The SoTL project is based on concepts and approachesof ‘management education and learning’ regarding the special role of problem-based learningin service learning scenarios (e.g. Brownell & Jameson, 2004; Csapó & Funke, 2017; Guo et al., 2016; Kolenko,Porter, & Wheatley, 1996). This talk not only presents initial findings of the qualitative-empiricalsocial research process accompanying the crowdfunding course, but also leads a discussion and reflectionof sustainable frameworks for good teaching practices, management didactics in higher educationand the achievement of teaching and learning goals of service learning at the level of the learner, studyprogram and university (micro, meso and macro levels). Following the impulse contribution, there willbe an exchange with the participants on the use of service learning in university didactics, the developmentof quality in teaching, best practices and future research needs.


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