Description:
This book serves as an introduction to using online teaching technologies and hybrid forms of teaching for experiential learning and civic engagement.
Review Quotes:
"This book is to be commended for articulating a rationale for including outcomes related to civic engagement and service-learning in higher education and best practices for using online technologies to implement eService-Learning in courses and curricula. A conspicuous strength is the description of various eService-Learning models. As such, the volume is particularly valuable for faculty and administrators in higher education."
Reflective Teaching (Wabash Center)
"Given the growing popularity of both e-learning and service-learning, something powerful is likely to happen when these two educational practices converge. And as is described in the chapters of this volume, e-Service-Learning has the potential to provide students with high impact, transformative learning experiences. It is through this volume that we learn how eService-Learning contains features of both e-learning and service-learning, but yet its essence is one that is distinct from either of these foundational instructional practices. Like the emergence of a new color when two distinct colors are blended, eService-Learning takes the high impact components of two different pedagogies to create a new, different, and unique educational experience for students.
As one of the first volumes to explore the practice of eService-Learning, EService-Learning: Creating Experiential Learning and Civic Engagement through Online and Hybrid Courses not only offers practitioners an understanding of the essentials of this emerging pedagogy, but it also explores important and key questions on the subject, laying the groundwork for further exploration and study. The field of eService-Learning is sure to gain prominence and popularity in the coming years. We will certainly look back at this book as a seminal volume that sought to unveil the power, complexity, and potential of this promising educational practice."
Andrew Furco
University of Minnesota