Giving Back: Exploring Service-Learning in an Online Learning Environment

Service-Learning (SL) as an instructional method is growing in popularity for giving back to the community while connecting the experience to course content. However, little has been published on using SL for online business students. This study highlights an exploratory mixedmethods, multiple case study of an online business leadership and ethics course utilizing SL as a pedagogical teaching tool with 81 students. Results from the study noted that hours completed exceeded those assigned and students identified outcomes for themselves, their university, and nonprofit organizations where they served. The outcomes of this study mirrored those identified by students in traditional face-to-face courses underscoring the value of SL projects in online courses in higher education. Since online education became popular in the late 1980s for its ease of “anytime, anywhere” learning (Parker & Martin, 2010), an overwhelming concern has been whether online courses are as effective as traditional face-to-face (F2F) courses in terms of engagement, motivation, and achievement (Collins, Weber, & Zambrano, 2014; Jaggars, 2011). Despite recent improvements to technology supporting online platforms and teaching methods, a recent 2015 survey noted that academic leaders only rated online education as good as or better than F2F instruction about 70% of the time (Allen & Seaman, 2016). Enrollments have continued to increase in online programs and access to higher education has become a top priority for many postsecondary institutions for improving their reach. In fact, in the fall of 2014, one in four (5.8 million) students were enrolled in at least one online course (Allen & Seaman, 2016). The Babson Survey Group reported that online enrollments over the past several years have increased more rapidly than overall higher education enrollments (Allen & Seaman, 2016). Part of the reason for this progression is the growing diversity of the U.S. population and increased demand for courses that provide greater flexibility, affordability, and the added convenience to students. Also, with fluctuations in the economy and an uncertain job market, a considerable number of students are pursuing online degrees for reasons of employment (Clinefelter & Aslanian, 2014). According to The National Task Force on Civic Learning and Democratic Engagement (2012), today’s students are the most diverse group in history—across class, color, religion, gender, nationality, and age. Although diverse groups bring diversity to campuses, they also create significant new demands on faculty to find new and innovative approaches to keep students connected to learning (McWhorter, 2010). “Focusing on critical, reflective thinking, and civic responsibility, Service-Learning (SL) involves students in organized community service that addresses local needs, while developing their academic skills, respect for others, and commitment to the common good” (DiPadovaJournal of Interactive Online Learning McWhorter, Delello, and Roberts 81 Stocks, 2005, p. 345). This article describes how through reflective thinking, an online graduate course in business leadership and ethics used a SL project to enhance civic responsibility and experiential learning.