Learning+Bridging+in+a+service-learning+course

Download a PDF of this page ** “Learning Bridging” in a service-learning course: The forms of learning in Japanese higher education ** Toru Kawai, Research Fellow, graduate student, Kyoto University [kawaitohru0702@gmail.com]

Mitsuru Kimura, graduate student, The University of Tokyo [mitsuru.3261@gmail.com]


 * Keywords:** Learning bridging, assessment, factor analysis, reflection, Japanese higher education


 * Conference track:** Higher education and student outcomes


 * Format:** Poster presentation

In Japanese higher education, increasing emphasis is being placed on service-learning with the aim of encouraging students’ active learning. National expectations for service-learning are quite high. Fifty percent of college students have no service experience and Japan has universal access to higher education, so good service-learning policy has the potential to reach a large number of students. In Japan, the majority of service-learning classes have just been taught since 2000 and involve curricular and co-curricular activities. Therefore, researchers have not yet developed surveys to quantitatively assess the potential association between service-learning engagement and educational outcomes.
 * Summary**

For this research project, Ritsumeikan University granted permission to conduct a survey of its students who were engaged in service-learning courses. The goal of these courses is to encourage increased engagement in the local community and skills that use academic knowledge for the service. Students spend 60 hours taking part in community service project projects. Roughly 150 undergraduate students take these courses each fall. My research concern is students’ learning. Students can connect their learning to different educational experiences in the contexts of various activities. I refer to these links as “learning bridging.” I conducted the questionnaire survey involving 61 students from six projects. Survey questions were formulated based on observations of the courses and interviews with three instructors and six students from the previous year’s course. I used factor analysis to come to my findings and create my theory of “learning bridging.” In this survey and research, I found three kinds of learning bridging: between classes learning bridging, past-present learning bridging, and activity-lecture learning bridging. All forms are strongly linked to critical reflection. I discuss how connecting reflection and learning bridging are promising pedagogies, and how teachers integrate students’ reflection and learning bridging.

Ash, S. L., & Clayton, P. H. (2004). The articulated learning: An approach to guided reflection and assessment. //Innovative Higher Education//, //29//(2), 137–154.
 * References**

Bringle R. G., & Hatcher, J. A. (1999). Reflection in service learning: Making meaning of experience. //Educational Horizons//, //Summer//, 179–85.

Hatcher, J. A., & Bringle, R. G. (1997). Reflection: Bridging the gap between service and learning. //College Teaching//, //45//(4), 153–158.

Hatcher, J. A., Bringle, R. G., & Muthiah, R. (2004). Designing effective reflection: What matters to service-learning? //Michigan Journal of Community Service Learning//, //11//, 38–46.

Jameson, J. K., Clayton, P. H., & Bringle, R. G. (2008). Investigating student learning within and across linked service-learning courses. In M. A. Bowdon, S. H. Billig, & B. A. Holland (Eds.), //Advances in service-learning research: Scholarship for sustaining service-learning and civic engagement// (pp. 3–27). Greenwich, CN: Information Age.

Kawai, T. (in press). The impact of participation in out-of-class communities of practice and bridge learning on student learning and development, //Educational Technology Research//, //35//(1/2).


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