Online graduate students were given the option of choosing to write their fi nal project or participate in a service-learning project. Students that chose the service-learning option utilized Eyejot, Google-Hangout, and Web-Ex to complete their reflective journals, talk as a group about their service experiences, and discuss their final reflective essays. Students that chose the service-learning option were more engaged than those who chose the hypothetical written final project. Michael Coquyt Asst. Professor, Educational Leadership Minnesota State University-Moorhead

1. Dr. Michael Coquyt, Ed.D.
Service-Learning Coordinator MSUM
michael.coquyt@mnstate.edu
Engaging Online Graduate
Students Through Service-Learning

2. Overview
 Engaging Online Learners
 ASL and Engagement
 Elements of Engagement
 Combine ASL and Online (Eyejot, Google
Hangout, WebEx)
 Project Overview
 Research Questions and Results

3. Engaging Online
Learners
 Integrate active learning environments with
authentic learning tasks
 Foster a personal connection with students
 Facilitate the process of learning in an online
environment
(Bates, A.W., & Poole, G.,
2003)

4. ASL and
Engagement
 Bringle and Hatcher (2000) posit,
Although there are many manifestations of
civic and community engagement, curricular
engagement in general and service-learning
classes in particular are core components as
campuses progress beyond traditional models of
engagement, such as expert-based approaches to
outreach and professional service, that develop
broader and deeper impact across the campus
and within communities (p. 37).

5. ASL and
Engagement
 When the reflective exercise relates to the
students’ lives and experiences, the students’
motivation and engagement can increase. When
instructors provide real-life context and provide
an opportunity for students to engage in
journaling in a service-learning project, their
motivation and engagement have the potential to
increase considerably (Waterman, Eyler &
Giles, Arca, Bacon, Goode).

6. Engaging Online
Learners Cont.
 Level of academic challenge and
academic involvement
 Active and collaborative learning
 Student-faculty interaction
 Supportive campus environment
 Make use of deep learning approaches:
reflective learning
(Chen, P-S, D., Guidry, K. R., & Lambert, A. D.,
2009)

7. ASL and
Online Instruction
 Integrate active learning environments with authentic
learning tasks (ASL)
 Foster a personal connection with students (Eyejot,
Voicethread, WebEx).
 Level of academic challenge and academic involvement
(SL project vs. Action Plan…real vs. hypothetical)
 Active and collaborative learning (sharing sessions via.
Google Hangout and WebEx)
 Facilitate the process of learning in an online environment
and Supportive campus environment (Panopto – News
Item and Tutorial)
 Make use of deep learning approaches: reflective learning
(sharing sessions via WebEx)

8. Software Used
During ASL Project
 Eyejot
 Google-Hangout
 WebEx

9. Student Use of
Eyejot

10. Sample Hangout
http://www.youtube.com/watch?v=4gu7-A3jow0
Will need to go to YouTube to view.

11. Sample
WebEx
https://mnscu.webex.com/mw0401l/mywebex/defau
lt.do?siteurl=mnscu

12. Project
Overview
 ED 789 School/Community Relations
What Is Service-Learning?
In essence, Service-Learning is an educational tool that consists of three essential elements:
1. Community service
Service to your school (communicate the importance of nutrition, rest at PTC) or (communication to all
parents about an upcoming event happening at school) or (putting together a survey for parents based on
some school related issue or concern)…(whatever you and your administrator decide)
2. Curriculum connection
This course is designed to give educational leaders and other professional educator’s information and
ideas about programs and practices which can help to foster and maintain/improve effective school
community relations
3. Reflection
Reflection following each meeting with administration, progress/work on project, sharing with other
students (via Google Hangout) also performing service-learning, and a final reflective essay

13. Project
Overview Cont.
There are many definitions of Service-Learning. The following are
examples:
 "Service-Learning seeks to engage individuals in activities that
combine both community service and academic learning. Because
Service-Learning programs are typically rooted in formal courses (core
academic, elective, or vocational), the service activities are usually based
on particular curricular concepts that are being taught" (Furco, 2002, p.
25).
 "Service-Learning [is] a credit-bearing, educational, experience in
which students participate in an organized service activity that meets
identified community needs and reflect on the service activity in such a
way as to gain further understanding of course content, a broader
appreciation of the discipline, and an enhanced sense of civic
responsibility" (Bringle & Hatcher, 1996).

14. Project
Overview Cont.
The term 'Service-Learning' means a method--
(A) Under which students or participants learn and develop through
active participation in thoughtfully organized service that--
 is conducted in and meets the needs of a community; your
school
 is coordinated with an elementary school, secondary school,
institution of higher education (MSUM), or
community service program, and with the community; and
 helps foster civic responsibility; and
(B) That--
 is integrated into and enhances the academic curriculum of the
students (importance of communication – see 2 Curriculum
Connection above), or the educational components of the
community service program in which the participants are
enrolled; and
 provides structured time for the students or participants to reflect
on the service experience
(National and Community Service Trust Act of
1990)

15. Project
Overview Cont.
Partial
Integration
(Optional Course
Component)
Partial integration substitutes a
service-learning experience and
accompanying reflection for a
course requirement such as an
alternative to a quiz, particular
readings or a research assignment.
Students self-select to participate.
Generally, the objective is not
substantial community outcomes
rather student learning about an
issue, reflecting on the experience
and linking the experience with
academic content. Instructors need
to design service-learning
assignments and traditional
assignments to be equally
demanding.
For ED 789 – this ASL project will
replace the Action Plan
 Minimum 10 hours of service
(meeting/discussion/planning/
participating)
 Reflective journaling (1/2 page)
each following each meeting (1
Eyejot)
 Student (sharing) discussions
via Google Hangout (2X)
 Participation in actual event
and reflection (2 page min.)
 Final Reflective Essay (2 page
min.)
 Final Reflective sharing
(WebEx)

16. Project
Overview Cont.
David Kolb’s Experiential Learning Theory as a
Framework for Reflection
 What?- What happened? What did you
experience? What was your role? What were the
issues? (Descriptive phase)
 So What?- What does this mean? How does this
connect to the course? How does this make you
feel? (interpretive/emotive phase)
 Now What?- What is your responsibility? How
will this change your action or understanding?
(active/action phase)

17. Projects
 Updating the school’s Crisis Plan – critical incident
training exercise involving a school bus
 Updating school’s Health and Wellness Policy -
communication efforts we do to reach out to students,
parents, and staff regarding healthy habits with
snacks and provide ideas of non-food rewards that
district staff can implement within the school setting.
 Activities and Community Education (ACE) Advisory
Council Organization/Collaboration – focus on
developing a cohesive advisory council for both
Community Ed. and HS athletics

18. Research
Questions
1. Why did you decide to do the alternative (service-learning) project?
2. How would you define engagement as it relates to learning? How engaged were you
in your service-learning project?
3. Did your level of engagement (in your service-learning project) increase as the
semester progressed? Explain.
4. Please summarize why you decided to explore your (issue) in your service-learning
project. If you think you already answered this question in (Q. 1) skip to question 5.
If you think you need to expand on your answer from question 1, please do so here.
5. Why did you feel that your issue was worthy of the time spent doing your service
learning?
6. In your estimation, would you consider your service-learning project meaningful?
Please explain.

19. Question 1
Why did you decide to pursue the ASL option?
 “The service-learning project represents an
opportunity to apply a practical learning
experience in a real life situation which could
produce real benefits”.
 ”I was interested in doing a hands on project that
allowed me to continue to expand on my
leadership skills. The service-learning project
provided a “out of the box” final that was unique
compared to other assignments given in other
courses.”

20. Question 2
How would you define engagement and how
engaged were you in your ASL project?
 “I was very engaged in this process. In fact, it was
totally dependent on my work. I developed the
process to recruit members, created the member
invitation/application, established the meeting dates
and times, secured the meeting space, and created
the meeting agendas. I also facilitated the meetings
under the guidance of the Community Education
Director.”

21. Q. 2 cont.
 I believe that engagement is key to the success
of learning something. Engagement allows
someone to focus the learning and relate it to
their specific circumstance. This project allowed
me to be completely engaged as the primary
coordinator and facilitator of bringing a team of
stakeholders together to adhere to district policy
in reviewing and updating the district wellness
policy. This project allowed me to focus on
reflection after each component and identify
continued steps in order for the service project to
be successful.”

22. Q. 2 cont.
 “The service-learning project reflected not only
knowledge, but preparation, application, and
reflection. What we do is more important than the
things we know. My service-learning project
included representatives of the entire community
(police, dispatch, fire, ambulance, hospital, and
school). There was no way to not be engaged.”

23. Question 3
Did your level of engagement (in your ASL project)
increase as the semester progressed?
 “The great part about this project was that the
group was only required to meet together twice
but the group felt the work we were doing was so
important and beneficial that we decided to have
several follow up meetings. The energy that the
other members of the group had increased my
engagement as well.”

24. Question 6
In your estimation, would you consider your
service-learning project meaningful?
 “Yes, I feel that the project provided me hands on
learning that allowed me the opportunity to
collaborate with many stakeholders on a
particular topic and serve the district and
community in making sure that the district is
continuing to be proactive about the health and
wellness of families, students, and staff. It
allowed me to see a project. The reflection piece
was also meaningful as it provided opportunity to
review each step of the project and also reminded
me of the importance of reflection.”

25. Q. 6. cont.
 “Yes, it was very meaningful. Community
Education and HS Activities were able to
accomplish something that we had wanted to do
for a couple of years. The project gave me the
opportunity to showcase my leadership,
organizational, and communication skills.
Everyone involved in the advisory council
understands the importance of collaboration and
we have given ourselves more opportunity to
“act” on questions, comments, concerns, and
issues because we have streamlined our
meetings and purpose of those meetings.”

26. Questions?
michael.coquyt@mnstate.edu

27. Questions?

28. Learning Communities
Day of Service

29. Learning Communities
Day of Service