Background/Purpose Academic Service Learning (ASL) can be used to meet societal challenges and social responsibility. South African higher education institutions have begun to include this strategy in coursework to address social imbalances. ASL provides the use of critical thinking skills in building awareness of social issues through reflection. Reflection involves perceptions and represents connections between ASL and personal thoughts, feelings, self-discovery and affinity for Recreation Science. This longitudinal study determined students' perceptions of credit-bearing ASL as documented by reflective journaling.
Method Participants were students enrolled in a second year undergraduate Recreation Science course required for a major in Human Movement Sciences in South Africa. Data were collected over a three-year period from written reflection journals of 410 students and analyzed using the constant comparative method appropriate for qualitative research to identify key themes. Reflective journals were kept over 40 hours of contact with the community.
Analysis/Results Five themes emerged: congruence with academic classroom learning; attitudes toward Recreation Science; personal development; cultural sensitivity; and appreciation for social and civic responsibility. A majority perceived that classroom learning developed a deeper understanding and application of core concepts. Observable attitude changes toward Recreation Science along with cross-cultural attitudes were noted. An increased sense of civic responsibility through recreation-related volunteering was initiated and driven by students outside their academic requirements.
Conclusions ASL added value to classroom learning and changed attitudes toward Recreation Science. Through reflective journaling, an increased sense of civic responsibility through recreation-related volunteering, critical thinking strategies and skills relating to social issues and responsibilities were also observed.