Service-learning Or Internship: A Mixed-methods Evaluation Of Experiential Learning Pedagogies

Abstract

Experiential learning pedagogies, including internship and service learning experiences, are becoming increasingly popular in higher education. An internship engages students with hands-on experiences that enhances their learning or skills within their fields of study while service-learning is as a type of experiential education in which students participate in service, typically within the community, and reflect on their involvement in such a way as to gain further understanding of course content and of the discipline as well as its relationship to societal needs. To date, no study has yet directly compared these teaching modalities. PURPOSE: To determine if a service learning experience or internship pose a more favorable effect on education-based self-efficacy. METHODS: The present study systematically evaluated a service learning experience against an internship experience using a mixed-methods model with the primary outcome being student self-efficacy. Sixteen students completed a community-based wellness internship with a subgroup (nine students) allocated to a service-learning component of internship which incorporated reflective assignments designed to improve self-efficacy. At the end of the semester, students completed a 15 item online self-efficacy and satisfaction survey using a Likert scale. Three focus groups were conducted in which 3-4 participants responded to a series of nine questions which explored their internship experience. Qualitative data was analyzed via thematic analysis. RESULTS: Overall responses to the self-efficacy and satisfaction survey were favorable for both groups, but the internship group was more likely to agree or strongly agree with statements of self-efficacy. Focus groups found that the internship experience reinforced classroom learning, but the ability to work with different populations and ability levels was mentioned only by the service-learning group. Themes from reflective assignments, such as engaging with community members and professional exploration, were evident in the service-learning group responses only. CONCLUSION: When incorporating reflection assignments service learning experiences successfully connect the service experience to relevant course outcomes promoting student development and self-efficacy.