Abstract
Sessa and London’s (2005, 2006) continuous learning model was used to generate hypotheses suggesting that service-learning courses trigger student engagement in generative learning processes moderated by the students’ prior experience and that engagement in generative learning behaviors impact learning outcomes. 127 students in eight courses participated in a quasi-experimental, non-equivalent control group design with a pre-test and two post-tests. Results partially support hypotheses. Implications for theory development, future research, and service learning pedagogy are discussed.
Recommended Citation
Sessa, Valerie I.; Natale, Dana K.; London, Manuel; and Hopkins, Courtney A.
(2009)
"How Students Learn in a Service-Learning Course: A Quasi-Experimental Field Study of Generative Learning,"
Journal of Community Engagement and Higher Education: Vol. 1:
Iss.
2, Article 7.
Available at:
https://scholars.indianastate.edu/jcehe/vol1/iss2/7
Included in
Civic and Community Engagement Commons, Community-Based Learning Commons, Community-Based Research Commons, Community Psychology Commons, Curriculum and Social Inquiry Commons, Scholarship of Teaching and Learning Commons, Service Learning Commons, Social and Philosophical Foundations of Education Commons, Social Policy Commons