Exploring different perspectives on limitations and promises of service-learning as an innovative pedagogy: review of literature

Abstract

In the last two decades service-learning has become very popular as an innovative educational approach all over the world. Studies have reported that as an innovative and distinct instructional method it benefits both students and communities alike. However, despite of this, its effectiveness as an educational practice is still debated. This paper investigates into this gap in the current service-learning literature. The paper has two aims. First, to answer the questions that how service-learning is a distinct innovative pedagogy and why its effectiveness is still questioned. Second, to explore the challenges that it faces and opportunities it provides. The review reveals that although service-learning is different from traditional methods, its position as effective method is still opposed by many quarters. A small number of researchers consider it as a time-consuming and expensive practice. However, the larger group holds the view that service-learning is effective and reciprocal method. On the basis of this review, this paper concludes that as an innovative pedagogy, service-learning achieves two aims: community receives service and students get learning. This characteristic makes it a distinctly unique educative method