The term service-learning dates back to 1964 to distinguish community service programmes at Oak Ridge Associated Universities explain Swan, Paterson and Bielefeldt (2014, 358). Over the two decades ending 2003, no fewer than 200 different definitions of service learning were published.
Sigmon, cited by Swan, Paterson and Bielefeldt (2014, 360), produced a typology comprising four quadrants varying the emphasis of either or both service and learning:
Furco, also cited by Swan, Paterson and Bielefeldt (2014, 360), felt it necessary to differentiate various forms or modes, such as volunteerism and community service versus field education and internships. He produced a two-dimensional continuum, namely with the focus varying from service to learning; and the beneficiary varying from the recipient of service-learning to the provider thereof.
Swan, C.; Paterson, K. and Bielefeldt, A.R. 2014. Community engagement in engineering education as a way to increase inclusiveness, 357-372. In A. Johri and B.M. Olds. 2014. Cambridge handbook of engineering education research. New York: Cambridge Press.
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