Blogs as a Representation of Student Experiences in a Service Learning Course

Abstract

Research on service learning has demonstrated positive outcomes in several areas of student learning; however, there is a scarcity of research examining the lived experiences of students. This study consisted of seventeen students from two cohorts enrolled in a service learning class working in a rural town. The current study suggests the reflexive aspect of blogging fits well with the service learning principle of reflection and reveals the students' emotive experience over the course of the semester. Additionally, blogging demonstrates the attributes of service learning pedagogy that are not attainable in a classroom setting or through traditional classroom tools.