All Community based learning experiences should:
- Provide a community context for learning
- Provide clear relevance to course learning outcomes
- Provide an opportunity to engage in guided reflection both individually and with peers
Ideally, e-community based learning experiences also provide students with an opportunity to connect virtually with community partners and showcase their interests, talents and abilities to make a positive impact and build experience. Students establishing new relationships with community partners can be highly instrumental in the acquisition of internships, fieldwork, practicum and future employment.
Faculty can provide students with clarity by acknowledging that different expectations exist for academic coursework where students are accountable to the professor and for service work where they are accountable to the community.
The need for physical distancing has created both challenges and opportunities. Serving and learning from community members can be done virtually with some creativity, planning and preparation. The continuum below provides a range of activities to consider as e-community based learning coursework.
If you must facilitate your CBL experience on-site, please consult the GVSU Group Travel Risk Assessment tool.
Steps to building an e-CBL course
Pew Faculty Teaching and Learning Center
- A Systems View of Supporting the Transfer of Learning through E-Service-Learning Experiences in Real-World Contexts
- Factors determining e-learning service quality
- The Evolution Of Designing E-service-learning Projects: A Look At The Development Of Instructional Designers
- E-Service-Learning: The Evolution of Service-Learning to Engage a Growing Online Student Population
Waldner, L. S., Widener, M. C., & McGorry, S. Y. (2012). E-service learning: The evolution of service-learning to engage a growing online student population. Journal of Higher Education Outreach and Engagement, 123–150. View article.