Transformative learning experiences of students in repurposed service-learning projects during COVID-19 at a University of Technology

Abstract

The potential of transformative learning through repurposed service-learning initiatives is explored by examining the transformative learning experiences of three first-year Communication students of Marketing from a university of technology in South Africa while implementing service-learning projects during the COVID-19 pandemic. To examine the differences between service-learning projects during the pandemic and the traditional face-to face models, traditional service-learning frameworks are explored and the motivation for adapting traditional service-learning is explained. The study used a qualitative research approach to examine the viewpoints of participants. To assess student transformative learning, the Transformative Learning Theory is employed as a lens. Participants were interviewed and their verbatim statements constituted the data analyzed using thematic analysis. A deductive coding approach was used as data was analyzed and a set of established themes served as the foundation for the discussion of the findings. The transformative learning experiences of the participants are discussed to illustrate how service-learning projects can be repurposed. It is evident that communication skills were practiced, and transformative learning occurred. As a result, "home-based" service-learning is recommended as a form of alternative service learning. The article contributes to the current education climate in which teaching methodologies require increased flexibility and innovation.