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

Nataliya Mukan (), Yuliana Lavrysh (), Oresta Klontsak (), Olena Mukan (), Tetiana Horokhivska () and Oleh Stechkevych ()
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Nataliya Mukan: Sc.D. Professor, Department of Pedagogy and Innovative Education, Lviv Polytechnic National University, Lviv, Ukraine
Yuliana Lavrysh: PhD, Assoc. Prof., Department of English for Engineering, Igor Sikorsky Kyiv Polytechnic Institute, Kyiv, Ukraine
Oresta Klontsak: PhD, Department of Social and Humanities Disciplines, Andrei Krupynskyi Medical Academy of Lviv, Lviv, Ukraine.
Olena Mukan: PhD, Assoc. Prof., Department of Doctoral and Post-Graduate Studies, Lviv Polytechnic National University, Lviv, Ukraine.
Tetiana Horokhivska: PhD, Assoc. Prof., Department of Pedagogy and Innovative Education Lviv Polytechnic National University
Oleh Stechkevych: PhD, Senior Researcher, Department of Pedagogy and Innovative Education, Lviv Polytechnic National University

Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, 2021, vol. 13, issue 1, 54-70

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.

Keywords: academic service-learning; autonomous learning; educational process; social activities; community engaged education (search for similar items in EconPapers)
JEL-codes: I2 (search for similar items in EconPapers)
Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:lum:rev1rl:v:13:y:2021:i:1:p:54-70

DOI: 10.18662/rrem/13.1/359

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