Academic Service-Learning as a Factor for the Development of Autonomous Learning Skills at Universities

Abstract

In recent years, there has been a growing interest in the issues of academic service-learning in the system of higher education which is particularly important for modern pedagogical theory and practice. The article outlines the peculiarities of academic service-learning integration into the system of university education as autonomous learning fostering factor. The concept of “academic service-learning” has been specified in the article. It has been determined that academic service-learning is based on the principles of different scientific and pedagogical theories, including pragmatism, experimental learning, critical pedagogy, constructivism, social constructivism, and postmodernism. We employed an empirical method of the experiment data analysis to verify our hypothesis that service-learning fosters the development of autonomous learning. Participants from three Ukrainian universities took part in the research performing different community-engaged activities. Students’ level of autonomous learning skills was measured and compared at pre and post stages of the experiment. In order to practice the skills of autonomous learning, students had to carry out a social activity planned and organized themselves with partial educators’ support. Considering the results of the research, we developed recommendations on the successful integration of academic service-learning into higher education with the focus on autonomous learning skills development.