Pandemic Partnerships: Community/University Experiences with Community-Based Learning in the COVID-19 Era

Autor/inn/en	Couillou, Ryan J.; McGee, Beth L.; Carr, April S.; Lamberth, Tabitha
Titel	Pandemic Partnerships: Community/University Experiences with Community-Based Learning in the COVID-19 Era
Quelle	In: Journal of Experiential Education, 46 (2023) 3, S.319-341 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Couillou, Ryan J.) ORCID (Carr, April S.) ORCID (Lamberth, Tabitha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/10538259221145935
Schlagwörter	COVID-19; Pandemics; Community Education; Partnerships in Education; Universities; School Community Relationship; Higher Education; Educational Change; Service Learning; Power Structure; Organizational Communication + Suchen Sie Ihr Suchwort? ; Gemeinschaftserziehung; Nachbarschaftserziehung; Hochschulpartnerschaft; University; Universität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsreform; Service-Learning
Abstract	Background: COVID-19 inevitably affected community-based learning. Though the literature has begun to explore the impact on higher education and community partners, more information is needed about how their partnerships have been operating. Purpose: This study investigated the perspectives of both community partners (n = 145) and higher education institutions (n = 62). Top challenges to community-based learning and ways partnerships have changed during the COVID-19 pandemic were explored. Methodology/Approach: A cross-sectional qualitative design was used to comprehend COVID-19's impact on community-based learning. The researchers used an online survey with responses collected from Fall 2020 to Spring 2021. Findings/Conclusions: The top challenges for community-based learning included concerns about the pandemic, collaboration, and resources. Challenges specific to each stakeholder group (i.e., higher education and community partners) were also identified. Specifically in the wake of COVID-19, the most frequently discussed pandemic-related changes were the disruption of partnerships (cessation/postponement or extensive changes) and interaction changes (amount or modality of communication). However, some discussed being able to maintain or improve partnerships. Implications: Additional consideration is needed among service-learning stakeholders for adapting projects, addressing power differentials, and improving communication during the COVID-19 pandemic. Partnerships may use these insights to inform their own adaptations. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01