The Impact of an Online Service-Learning Framework on Students’ Understanding of the Complexity of Community Food Security and Development of Professional Skills

Abstract

The delivery method of course material and service component of a service-learning course can vary, spanning from fully in-person to fully online. The process by which community partners are identified can vary as well, and there are few studies exploring the impact of student self-selection of the community partner in an online service-learning course. Therefore, the purpose of this study was to evaluate student learnings from an online community food security service-learning course in which students self-selected a community partner for an in-person service experience. The research team analyzed student critical reflection papers using thematic analysis. Four major themes emerged from the data: (1) “food insecurity doesn’t have a single face,” (2) understanding of the complexities and nuances of food insecurity, (3) use of emotion to describe and discuss the service component of the service-learning experience, and (4) expression of appreciation and respect for organizations working to address food insecurity. This framework facilitated student understanding of the complexity of community food security and allowed students to engage in a high-impact practice to help develop professional skills and civic mindedness. The findings of this study support a scalable framework for online service-learning courses where students self-select their community partners.