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A Study of Academic Service-Learning teaching and Learning Effects in a Northern Technology University
CHIU, PI LIEN
The research is based on the Service- Learning course led by teachers and aims to discuss the Learning Effectiveness of the combination of general course and Service- Learning course in northern technology university. The research involves Service-Learning lesson plans, practical experiment and its learning effectiveness which are based on the Service-Learning modules originated by the teachers. The discussion first starts with an introduction of the assistance provided by the school administration. The following section presents the challenges and difficulties while conducting the module and the Service-Learning activities. The last part analyzes the learning effect of students who participated in the Service-Learning program. The research uses Qualitative Research method and adopts judgment sampling. The selected teachers have two-semester experiences in service learning courses which are taken as analysis samples. The 12 interviews are conducted with 5 invited lecturers, 2 school faculty, and one collected teaching diary from one student each course. In addition, The collected teaching diary, actual operation record and students’ learning journals are examined through Triangulation for its better research credibility. The research result shows that it is beneficial for administrative staff to help plan work shop, hold lesson review session, and provide assistance to the school administration. Secondly, Service-Learning module help promote learners’ profession and community care. Thirdly, Service-Learning module increases the relationship between teachers and students. Finally, the combined course can cultivate students’ developing competence, emotion management, autonomy development and identity establishment. The advice is made as followed. First, the teaching evaluation system should include service learning module. Secondly, the related course executive process should be simplified. Thirdly, teachers should lead students to review the whole course. Fourth, TA training program should be included. Fifthly, outstanding students should be rewarded in public. Finally, Service-Learning module should be included into the list of dedicated working attitude graduation qualification.
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