Beyond the Classroom
Integrating the Orid Model for In-Depth Reflection and Assessment in Service-Learning
Bibliographic Data
| ID | 22042686 |
|---|---|
| Authors | Fatma Kayan-Fadlelmula (0000-0001-9309-9756, Qatar University, corresponding author), Saba Qadhi (0000-0001-6087-5683, Qatar University) |
| Year | 2024 |
| Volume | 14 |
| Issue | 9 |
| Pages | 987 |
| Publication date | 2024-09-07 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14090987 |
| OpenAlex | W4402369175 |
| Language | EN |
| Citations received | 1 |
| References cited | 42 |
Service-learning is a community-based learning approach that bridges academic knowledge with practical application through purposeful exploration, action, and reflection. In addition to enhancing academic learning in various disciplines, service-learning cultivates students’ self-awareness, personal values, and social responsibility, preparing them with essential skills for life beyond the classroom. However, due to its experiential nature, service-learning presents challenges for effective assessment. This study provides a concrete example of student reflections structured by the Objective, Reflective, Interpretive, and Decisional (ORID) model in practice. Content analysis was implemented by examining undergraduate students’ end-of-semester reflection papers while volunteering during the 2022 FIFA World Cup in Qatar. The results showed that the model provided a guided and structured format for students to reflect on their service-learning, going beyond reporting on factual details to engaging in profound reflections on the emotional, cognitive, and prospective aspects. Moreover, with the solution aspect added to the model, students could express their creativity, articulating on innovative solutions they proposed to overcome challenges and how they turned the challenges into favorable outcomes. Clearly, the model stands as a powerful tool for educators, offering deeper insights into students’ authentic experiences, fostering comprehensive, critical, and insightful reflection, and thereby facilitating the effective assessment of experiential learning
Mathematics education · Pedagogy · Service-learning · Computer Science · Education and Critical Thinking Development · Nursing Education, Practice, and Leadership · Psychology · Service-Learning and Community Engagement
Qualitative Content Analysis in Practice
Content Analysis
Generating, Deepening, and Documenting Learning
Qualitative Content Analysis
Understanding teacher identity
Blackwell Encyclopedia of Sociology
A Theoretical Framework on Reflection in Service Learning
Enhancing Employability Skills of Biology Graduates through an Interdisciplinary Project-Based Service Learning Experience with Engineering and Translation Undergraduate Students
Environmental sustainability and social justice in Higher Education
How Critical is Service-Learning Implementation
Rubrics for developing students’ professional judgement
Beyond the grade
Development and evaluation of two interventions to improve students’ reflection on feedback
Integrating assessment matrices in feedback loops to promote research skill development in postgraduate research projects
Enhancing learning in clinical placements
Integrating alternative assessment in a project-based learning course for pre-service science and technology teachers
Portfolio assessment
Service learning in higher education
Cinema and Public Administration Theory in the Classroom
In search of the essence of a good teacher
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |