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Perceptions of the Effects of a Constructivist Classroom Approach on Academic Service-Learning: An Exploratory Study Web Appendix
| Content Provider | Semantic Scholar |
|---|---|
| Author | Walters, Lisa M. |
| Copyright Year | 2015 |
| Abstract | This exploratory study sought to understand the perceptions of students and a community-client when an academic service-learning project was introduced into a capstone strategic management course using a constructivist pedagogy. Surveys were administered to the students in the course as well as to the community-client. The student surveys provided an understanding of the extent to which the students perceived the academic service-learning project as valuable to the community and the academic service-learning approach as a valuable instructional method, while community-client survey provided an understanding of the extent to which the community-client perceived the academic service-learning project as valuable. The results of the study suggest that the use of the 36 The BRC Academy Journal of Business Vol. 5, No. 1 constructivist classroom in conjunction with academic service-learning supports students’ positive perceptions of the value of the service-learning project to the community and as an instructional method. The results also suggest that the simultaneous use of these two approaches provides a product perceived as valuable to the community client. |
| Starting Page | 1 |
| Ending Page | 6 |
| Page Count | 6 |
| File Format | PDF HTM / HTML |
| DOI | 10.15239/j.brcacadjb.2015.04.01.wa03 |
| Volume Number | 5 |
| Alternate Webpage(s) | http://www.cambriainstitute.com/journals/j.brcacadjb.2015.04.01.wa03.pdf |
| Alternate Webpage(s) | http://www.cambriainstitute.com/journals/j.brcacadjb.2015.04.01.ja03.pdf |
| Alternate Webpage(s) | https://doi.org/10.15239/j.brcacadjb.2015.04.01.wa03 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
