Student Reflections on Service Learning: Cognitive, Affective and Behavioral Lessons

Abstract

Service-learning is an educational experience that allows students meaningful interaction with older adults. Students in a gerontology course completed service-learning and recorded their experiences in weekly journals. This study explored student-reported reflections, which indicated cognitive, affective and behavioral lessons. Future research should include the perspectives of faculty members, agencies and older adults, long-term influences of service, and approaches to facilitating service learning for hybrid and online courses.