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Students maintained reflective journals over four weeks and twenty hours of service-learning, aligned with social constructivism principles emphasizing collaborative problem solving with a community partner under lecturer guidance. Reflection themes shifted across a three-year period, and results indicated limited impact on initial attitudes toward community engagement and skill development, while confirming reflection as a valuable service-learning tool.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/formative-reflections-of-university-recreation-science-students-in-south-africa-as-catalyst-for-an-adapted-service-learning-program/592478/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/formative-reflections-of-university-recreation-science-students-in-south-africa-as-catalyst-for-an-adapted-service-learning-program/592478.png","ImageObject",300,407,{"name":92,"@type":93},"McGucket","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the study described in the document?","Question",{"text":112,"@type":113},"The study focuses on formative reflections of university recreation science students in South Africa and how these reflections act as a catalyst for an adapted service-learning program.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were students involved in the service-learning and reflection process?",{"text":117,"@type":113},"Students completed reflective journals during a four-week, twenty-hour service-learning experience, expressing pre-service-learning and formative reflection concerns.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the study find regarding attitudes and skill development?",{"text":121,"@type":113},"Initial service-learning experiences did not contribute to a positive attitude toward community engagement and did not contribute to skill development, while still confirming reflection’s value as a tool in service-learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592478,1792191116,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Australian Journal of Adult Learning Volume 56, Number 1, April 2016  \nFormative reflections of university recreation science students in South Africa as catalyst for an adapted service-learning program  \nAnneliese Goslin* Engela van der Klashorst* Darlene A. Kluka^ Johannes G. U. van Wyk*  \n* University of Pretoria, South Africa ^ Barry University, Florida, USA  \nCommunity-university partnerships through service-learning have progressively developed as part of institutions of higher education’s mission statements. This paper explores the qualitative reflections of 410 undergraduate students enrolled in an academic recreation science course on a first time service-learning experience in South Africa. The study asks the question: ‘how can pre-service and formative reflections used in a social constructive approach impact on collaborative, indepth learning?’Students were tasked to keep reflective journals to express concerns as pre-service-learning and formative reflections over a four week, twenty hour service-learning experience. The servicelearning program aligned with the social constructivism principles of collaborative learning, which occurred under the guidance and  \n112 Anneliese Goslin, Engela van der Klashorst, Darlene A. Kluka and Johannes G. U. van Wyk  \nsupervision of a lecturer, was embedded in a realistic problem, required collaborative problem solving and collaboration with the community partner and involved self-direction and self-management of students. Both pre-service and formative reflection themes changed over the three year study period. Results suggested that the initial service-learning experience did not contribute to a positive attitude towards community engagement and did not contribute to skill development. Results of the study confirmed the value of reflection asa tool in service-learning and commensurate with the overall aim and purpose of service-learning in institutions of higher education.  \nKeywords: higher education, recreation science, reflection, servicelearning, social constructivism, South Africa.  \nIntroduction  \nUniversities as institutions of higher education have a tripartite mission of teaching, learning and service. At different times in the history of higher education one or more of these three parts have dominated (Millican & Bourner, 2011). According to their teaching and learning mandates universities create and disseminate knowledge and related activities enhance the outcomes and effectiveness of higher education (Hussain, 2012). The contribution of the university to society of which they are a part ofis increasingly emphasised through significant community engagement initiatives such as academic service-learning. Researchers (O’Brien, 2009, Millican & Bourner, 2011) have postulated that university-society engagement and partnerships offer considerable potential for enhancing student social responsibility in order to develop the student’s sense of social awareness. Scholars (Hussain, 2012, Millican and Bourner, 2011, Peters, 2011) advocate for higher education that is not only subject-centred (academic teaching) but also societycentred (academic service-learning) . Such a dimension in higher education curricula would add value in the sense of increasing students’awareness of context-specific societal challenges, provide opportunity to apply classroom learning, develop interpersonal and leadership skills, enhance understanding and appreciation of diversity, gain opportunity for greater self-knowledge and expand students’ capacity for reflective learning.  \nFormative reflections of university recreation science students in South Africa as catalyst for an adapted service-learning program 113  \nOver the past decades researchers have presented scholarly evidence on the benefits of service-learning in a range of academic disciplines and contexts (Giles and Eyler, 1998, Bringle & Hatcher, 1999; Roos, Temane, Davis, Prinsloo, Kritzinger, Naude & Wessels, 2005; Keselyak, SimmerBeck, Bray","cbCaicNwpSaPN5CW","https://ap.wps.com/l/cbCaicNwpSaPN5CW","pdf",216606,"English","# Introduction\n## University mission and community engagement\n## Service-learning benefits and guiding principles\n## Transformation in South Africa and community engagement","[{\"question\":\"What is the focus of the study described in the document?\",\"answer\":\"The study focuses on formative reflections of university recreation science students in South Africa and how these reflections act as a catalyst for an adapted service-learning program.\"},{\"question\":\"How were students involved in the service-learning and reflection process?\",\"answer\":\"Students completed reflective journals during a four-week, twenty-hour service-learning experience, expressing pre-service-learning and formative reflection concerns.\"},{\"question\":\"What did the study find regarding attitudes and skill development?\",\"answer\":\"Initial service-learning experiences did not contribute to a positive attitude toward community engagement and did not contribute to skill development, while still confirming reflection’s value as a tool in service-learning.\"}]","Formative reflections of university recreation science students in South Africa as catalyst for an adapted service-learning program | PDF",1792074665]