Service-Learning Experience, International Service-Learning Experiences

Service-learning, a "form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote students learning and development" (Jacoby, 1996, p.5), can introduce secondary students in network proficiency that has develop from the position that service-learning offers students a means for carrying out extra civic-minded education (Blessinger, Sengupta, & Yamin, 2019; Cushman, 2002; National Service-Learning Clearinghouse, 2009) advance authentic, collective, network commitment profiting student, faculty, and community (Curwood, Munger, Mitchell, Mackeigan, & Farrar, 2011). The relationship between service and learning is further symbolized by the hyphenated accentuation inside the term "service-learning, suggesting fairness between the two words and call for integrated approaches for the stability to not best be maintained however also achieved (Eyler & Giles, 1999).

Service-learning has been implemented efficaciously as an instructional technique in K-12 schools, colleges, and universities (Bates, 2009; Griffith, 2005; Jenkins & Sheehey, 2011; Lewis, 2004; Yoder, Retish, & Wade, 1996; Wade, 1995, 2001). In the academe, educators utilized a variety of instructional strategies that effectively connect and actively engage students in their learning include role-playing activities, cooperative group projects, and service-learning (Astin & Sax, 1998; Astin, Volgelgesang, Ikeda, & Yee, 2000; Kenworthy-U’Ren, 2008; Rama, Ravenscroft, Wolcott, & Zlotkowski, 2000; Sileo, Prater, Luckner, Rhine, & Rude, 1998). Service-learning facilitates students to gain knowledge and skills and expands self-assurance and a feeling of mindfulness. Jenkins and Sheehey (2011) introduce four-stage of the service-learning process gaining knowledge of procedure as instructional strategies guidelines: (a) preparation, (b) implementation, (c) assessment/reflection, and (d) demonstration/celebration. Service-learning permits students the possibility to rehearse critical thinking skills (Mitchell, 2008) and apply learning in real-world settings (Chambers & Lavery, 2012). Additionally, service-learning challenges the students to work collegially, impart effectively, and acquire and exercise new skills (Jenkins & Sheehey, 2011). Several researchers indicate that service-learning, when well-structured and oversaw, can add to the students learning and development (Astin & Sax, 1998; Billig, Root, & Jesse, 2005; Chang, 2002; Hamm, Dowel, & Houck, 1998). Indoctrinated in John Dewey’s principle of learning through experience, service-learning increases self-esteem, knowledge and skills acquisition, individual and relational abilities improvement, a sense of accomplishment, and a set of diverse learning outcomes (Astin et al., 2000; Chen, 2004; Conrad & Hedin, 1991; Dudderar & Tover, 2003; Ehrlich, 1996; Eyler & Giles, 1999; Godfrey, Illes, & Berry, 2005; Gray, Ondaatje, Fricker, Geschwind, Goldman, & Kaganoff, 1998; Wade, 1995; Yorio & Ye, 2012).

Service-learning and worldwide learning/study abroad have recognized as high-sway instructive works on advancing profound learning, individual, and expert advancement. (Kuh, O’Donnell, & Reed, 2013). International service-learning experience is a community-driven service experience that employs structured, reflective practice, to better understand commonplace human dignity, self, culture, positionality, financial political and environmental issues, power relations and social responsibility. Moreover, it's a combination of academic instruction and community-based service in an international context (Bringle, Hatcher, & Jones, 2011; Crabtree, 2008; Hartman & Kelly, 2014). This universal and genuine experience builds up students’ teamwork and communique skills, the capability to effortlessly adapt and respond to converting condition innovation competencies (Govekar & Rishi, 2007). This universal and genuine experience builds up students’ teamwork and communique skills, the capability to effortlessly adapt and respond to converting condition innovation competencies (Govekar & Rishi, 2007) and provide a deeper understanding of the social issues that exist within the organization, for example, diversity, poverty, vagrancy, and hunger (Godfrey et al.,2005). Research on international service-learning has indicated a more powerful impact and impressive effect on student learning than domestic service-learning experience (Daniel & Mishra, 2017). This is since global learning, through its “powerful pedagogy… and high‐impact practices,” helps the student “become adept at interacting, cooperating, and engaging with individuals from diverse backgrounds” (Whitehead, 2015, p. 6). International service-learning gives the students opportunities to gain cultural understanding, and competencies expand communication and critical thinking skills, grow personally and professionally, and become engaged citizens within a multicultural society (Knecht, Wilson, Linton, Koonmen, & Johns, 2019).

Several researchers have distinguished three components in a successful service-learning experience, the 3 Rs of service-learning: reality, reflection, and reciprocity (Britt 2012; Chambers, 2009; Godfrey, Illes, & Berry, 2005; Jacoby, 1996; Taggart & Crisp, 2011). Research on service-learning includes instructional and pedagogical strategies (Sileo et al., 1998; Van Cleave, 2013) as well as analyses of student outcomes such as personal growth and recognizing the importance of helping others (Currie-Miller & Littlefield, 2018; Niehaus & Garcia, 2017). There are positive outcomes of service-learning, such as providing opportunities to make a difference in the lives of others while increasing concept retention in the classroom settings (Cooke & Kemeny, 2014; Currie-Miller & Littlefield, 2018). It enables students by making them responsible in a real-world context, while at the same time giving them the help, support, encouragement, information, and aptitudes to be successful (Rosenberg, 2000).

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