Virtual Transborder Service Learning as a Transformative Educational Pedagogy: A California, USA - Baja California, Mexico Academic Partnership in Sustainable Tourism
DOI:
https://doi.org/10.36366/frontiers.v36i1.819Keywords:
California-Baja California border region, civic capacities, global citizens, international e-service learning, sustainable tourismAbstract
Service learning (SL) engages students in intentional, collaborative service experiences that promote civic citizenship. The COVID-19 pandemic forced traditional face-to-face SL courses to transition into virtual service learning (e-SL). This paper examines the academic and civic outcomes of an e-SL binational sustainable tourism course for undergraduate students. The course was designed to deliver disciplinary knowledge in sustainable tourism and transborder civic citizenship competencies in the following areas: 1) Ethos, 2) Literacy, 3) Inquiry, 4) Action, 5) Leadership, and 6) Partnership. A post-course student survey was deployed to assess student perspectives regarding the achievement of course outcomes. The findings revealed significant (positive) academic and civic transformations among the students due to the intentionality of the e-SL course design and implementation. Results indicate that e-SL in sustainable tourism education can be an effective pedagogy for inculcating civic learning, responsibility, and engagement among students and future professionals in the field of tourism.
Abstract in SpanishEl aprendizaje de servicio (SL) involucra a los estudiantes en experiencias de servicio intencionales y colaborativas que promueven la ciudadanía cívica. La pandemia de COVID-19 obligó a los cursos tradicionales de SL cara a cara a hacer la transición al aprendizaje de servicio virtual (e-SL). Este documento examina los resultados académicos y cívicos de un curso binacional de turismo sostenible e-SL para estudiantes universitarios. El curso fue diseñado para impartir conocimientos disciplinarios en turismo sostenible y competencias de ciudadanía cívica transfronteriza en las siguientes áreas: 1) Ética, 2) Alfabetización, 3) Investigación, 4) Acción, 5) Liderazgo y 6) Asociación. Se implementó una encuesta de estudiantes después del curso para evaluar las perspectivas de los estudiantes con respecto al logro de los resultados del curso. Los hallazgos revelaron transformaciones académicas y cívicas significativas (positivas) entre los estudiantes debido a la intencionalidad del diseño e implementación del curso e-SL. Los resultados indican que el e-SL en educación turística sostenible puede ser una pedagogía efectiva para inculcar el aprendizaje cívico, la responsabilidad y el compromiso entre los estudiantes y futuros profesionales en el campo del turismo.
Downloads
References
Alegría, T. (2009). Metrópolis Transfronteriza. Revisión de las hipótesis y evidencias de Tijuana, México y San Diego, Estados Unidos. México: COLEF - Porrúa.
Baum, T., Kralj, A., Robinson, R. N., & Solnet, D. J. (2016). Tourism workforce research: A review, taxonomy and agenda. Annals of Tourism Research, 60, 1-22. https://doi.org/10.1016/j.annals.2016.04.003 DOI: https://doi.org/10.1016/j.annals.2016.04.003
Boluk, K. A., Cavaliere, C. T., & Duffy, L. N. (2019). A pedagogical framework for the development of the critical tourism citizen. Journal of Sustainable Tourism, 27(7), 865-881. https://doi.org/10.1080/09669582.2019.1615928 DOI: https://doi.org/10.1080/09669582.2019.1615928
Brandauer, S., Carnine, J., DeGuzman, K., Grazioli, B., Lyons, L., Sandiford, N., & Hartman, E. (2022). Crisis as Opportunity: Reimagining Global Learning Pathways Through New Virtual Collaborations and Open Access During COVID-19. Frontiers: The Interdisciplinary Journal of Study Abroad, 34(1), 9-23. https://doi.org/10.36366/frontiers.v34i1.535 DOI: https://doi.org/10.36366/frontiers.v34i1.535
Brandauer, S., Sabato, E., Reynolds, N., & Hartman, E. (2022). A Civics of Interdependence: Advancing Global Solidarity Through Communities of Inquiry and Action. In Perspectives on Lifelong Learning and Global Citizenship: Beyond the Classroom (pp. 161-180). Cham: Springer International Publishing. DOI: https://doi.org/10.1007/978-3-031-00974-7_10
Bringle, R. G., Ruiz, A. I., Brown, M. A., & Reeb, R. N. (2016). Enhancing the psychology curriculum through service learning. Psychology Learning & Teaching, 15(3), 294-309. https://doi.org/10.1177/1475725716659966 DOI: https://doi.org/10.1177/1475725716659966
Bringle, R. G., Studer, M., Wilson, J., Clayton, P. H., & Steinberg, K. S. (2011). Designing programs with a purpose: To promote civic engagement for life. Journal of Academic Ethics, 9(2), 149-164. https://doi.org/10.1007/s10805-011-9135-2 DOI: https://doi.org/10.1007/s10805-011-9135-2
Brugués Rodríguez, A., Fuentes Flores, N. A., & Ramírez Cervantes, A. (2021). Análisis del patrón espacio-temporal de transmisión del COVID-19 por municipios de Baja California. Estudios fronterizos, 22. https://doi.org/10.21670/ref.2108071 DOI: https://doi.org/10.21670/ref.2108071
Burke, A. S., & Bush, M. D. (2013). Service learning and criminal justice: An exploratory study of student perceptions. Educational Review, 65(1), 56-69. https://doi.org/10.1080/00131911.2011.638138 DOI: https://doi.org/10.1080/00131911.2011.638138
Campus Compact. (2012). A praxis brief: Campus Compact’s response to a crucible moment: Campus learning and democracy’s future. Campus Compact. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=5475a2e0780fb1ee6ba7d8acf6c7bdb67b602df7
Caton, K., Schott, C., & Daniele, R. (2014). Tourism’s imperative for global citizenship. Journal of Teaching in Travel & Tourism, 2(14), 123-128. https://doi.org/10.1080/15313220.2014.907955 DOI: https://doi.org/10.1080/15313220.2014.907955
Celio, C. I., Durlak, J., & Dymnicki, A. (2011). A meta-analysis of the impact of service-learning on students. Journal of Experiential Education, 34(2), 164-181. https://doi.org/10.1177/105382591103400205 DOI: https://doi.org/10.5193/JEE34.2.164
Choi, E., Raymond, J., & Hentschel, M. (2018). Facilitating course connections and transitions to project closure in service learning. Journal of Experiential Education, 41(4), 411-424. https://doi.org/10.1177/1053825918804570 DOI: https://doi.org/10.1177/1053825918804570
Cookson, R., Ali, S., Tsuchiya, A., & Asaria, M. (2018). E‐learning and health inequality aversion: A questionnaire experiment. Health Economics, 27(11), 1754-1771. https://doi.org/10.1002/hec.3799 DOI: https://doi.org/10.1002/hec.3799
Cotterell, D., Hales, R., Arcodia, C., & Ferreira, J.-A. (2019). Overcommitted to tourism and under committed to sustainability: The urgency of teaching “strong sustainability” in tourism courses. Journal of Sustainable Tourism, 27(7), 882–902. https://doi.org/10.1080/09669582.2018.1545777 DOI: https://doi.org/10.1080/09669582.2018.1545777
Daniel, K. L., & Mishra, C. (2017). Student outcomes from participating in an international STEM service-learning course. Sage Open, 7(1), 1-11. https://doi.org/10.1177/2158244017697155 DOI: https://doi.org/10.1177/2158244017697155
Deeley, S.J. (2010). Service-learning: thinking outside the box. Active Learning in Higher Education, 11(1), 43–53. https://doi.org/10.1177/1469787409355870 DOI: https://doi.org/10.1177/1469787409355870
Dudley, K. D., Duffy, L. N., Terry, W. C., & Norman, W. C. (2021). The historical structuring of the US tourism workforce: a critical review. Journal of Sustainable Tourism, 1-16. https://doi.org/10.1080/09669582.2021.1952417 DOI: https://doi.org/10.1080/09669582.2021.1952417
Fairlie, A., Portocarrero, J., & Herrera, E. (2021). Digitalization challenges for the internationalization of higher education in the countries of the Andean Community. Working Papers, 46, 2ª.
Figuccio, M. J. (2020). Examining the efficacy of e-service-learning. Frontiers in Education, 5, 606451. https://doi.org/10.3389/feduc.2020.606451 DOI: https://doi.org/10.3389/feduc.2020.606451
Fonseca, D.P.C. (2021). Global Virtual Mobility Program: Innovating the student learning experience. GKA INNO 2021, 89.
Gasper-Hulvat, M. (2018). “More like a real human being”: Humanizing historical artists through remote service-learning. Journal of Experiential Education, 41(4), 397-410. https://doi.org/10.1177/1053825918808321 DOI: https://doi.org/10.1177/1053825918808321
Gómez López, P. (2020). What will happen to the internationalization of higher education and student mobility after COVID-19? Digital Journal of Research in University Teaching, 14(2):15. https://doi.org/ 10.19083/ridu.2020.1348
Gretzel, U., Davis, E. B., Bowser, G., Jiang, J., & Brown, M. (2014). Creating global leaders with sustainability mindsets–Insights from the RMSSN summer academy. Journal of Teaching in Travel & Tourism, 14(2), 164-183. https://doi.org/10.1080/15313220.2014.907958 DOI: https://doi.org/10.1080/15313220.2014.907958
Grusky, S. (2000). International service learning: A critical guide from an impassioned advocate. American Behavioral Scientist, 43(5), 858-867. https://doi.org/10.1177/00027640021955513 DOI: https://doi.org/10.1177/00027640021955513
Guthrie, K. L., & McCracken, H. (2014). Reflection: The importance of making meaning in e-service-learning courses. Journal of Computing in Higher Education, 26(3), 238-252. https://doi.org/10.1007/s12528-014-9087-9 DOI: https://doi.org/10.1007/s12528-014-9087-9
Harris, U. S. (2017). Virtual partnerships: engaging students in e-service learning using computer-mediated communication. Asia Pacific Media Educator, 27(1), 103-117. https://doi.org/10.1177/1326365X17701792 DOI: https://doi.org/10.1177/1326365X17701792
Hartman, E., & Kiely, R. (2014). Pushing boundaries: Introduction to the global service-learning special section. Michigan Journal of Community Service Learning, 21(1), 55-63.
Hernández, A. (2021). Flujos, contrabando y prácticas de ilegalidad en la frontera México-Estados Unidos: cruces fronterizos entre Tijuana y San Diego. Estudios fronterizos, (22), 7. https://doi.org/10.21670/ref.2114077 DOI: https://doi.org/10.21670/ref.2114077
Hurtado Talavera, F. J. (2020). Education in times of pandemic: the challenges of the 21st century school. Journal of the Center for Research and Management Studies, 44 ed. July - August, 176-187.
INEGI. (2015). Instituto Nacional de Estadística y Geografía. Recuperado el 1 de november de 2018, de Cuéntame. Población.: http://cuentame.inegi.org.mx/poblacion/habitantes.aspx?tema=P
Jamal, T., Taillon, J., & Dredge, D. (2011). Sustainable tourism pedagogy and academic-community collaboration: A progressive service-learning approach. Tourism and Hospitality Research, 11(2), 133-147. https://doi.org/10.1057/thr.2011.3 DOI: https://doi.org/10.1057/thr.2011.3
Kiely, R. (2004). A chameleon with a complex: Searching for transformation in international service-learning. Michigan Journal of Community Service Learning, 10(2), 5-20.
Koliba, C. J. (2000). Moral language and networks of engagement: Service learning and civic education. American Behavioral Scientist, 43(5), 825-838. https://doi.org/10.1177/00027640021955621 DOI: https://doi.org/10.1177/00027640021955621
Koris, R., Mato-Díaz, F. J., & Hernández-Nanclares, N. (2021). From real to virtual mobility: Erasmus students’ transition to online learning amid the COVID-19 crisis. European Educational Research Journal, 20(4), 463-478. https://doi.org/10.1177/14749041211021247 DOI: https://doi.org/10.1177/14749041211021247
Lillo, S. R. (2019). In pursuit of community engagement: Unpacking the knowledge and skills associated with service-learning efforts. Journal of Research in International Education, 18(1), 3-22. https://doi.org/10.1177/1475240919829997 DOI: https://doi.org/10.1177/1475240919829997
Lowe, L. A., & Medina, V. L. (2010). Service learning collaborations: A formula for reciprocity. Families in Society: The Journal of Contemporary Social Services, 91(2), 127-134. https://doi.org/10.1606/1044-3894.3970 DOI: https://doi.org/10.1606/1044-3894.3970
Mak, B., Lau, C., & Wong, A. (2017). Effects of experiential learning on students: An ecotourism service-learning course. Journal of Teaching in Travel & Tourism, 17(2), 85-100. https://doi.org/10.1080/15313220.2017.1285265 DOI: https://doi.org/10.1080/15313220.2017.1285265
Malvey, D. M., Hamby, E. F., & Fottler, M. D. (2006). E-service learning: A pedagogic innovation for healthcare management education. The Journal of Health Administration Education, 23(2), 181-198.
Matteucci, X., & Aubke, F. (2018). Experience care: efficacy of service-learning in fostering perspective transformation in tourism education. Journal of Teaching in Travel & Tourism, 18(1), 8-24. https://doi.org/10.1080/15313220.2017.1403800 DOI: https://doi.org/10.1080/15313220.2017.1403800
McGorry, S. Y. (2012). No significant difference in service learning online. Journal of Asynchronous Learning Networks, 16(4), 45-54. DOI: https://doi.org/10.24059/olj.v16i4.218
McGrath, G. M., Lockstone-Binney, L., Ong, F., Wilson-Evered, E., Blaer, M., & Whitelaw, P. (2020). Teaching sustainability in tourism education: a teaching simulation. Journal of Sustainable Tourism, 29(5), 795-812. https://doi.org/10.1080/09669582.2020.1791892 DOI: https://doi.org/10.1080/09669582.2020.1791892
Meda, K. M. R., & Gutiérrez, A. T. M. (2021). Los Albergues para Migrantes en México frente al COVID-19: el caso de Mexicali, Baja California. Huellas de la Migración, 5(10), 31-51. https://doi.org/10.36677/hmigracion.v5i10.15638 DOI: https://doi.org/10.36677/hmigracion.v5i10.15638
Méndez Fierros, H., & Reyes Piñuelas, E. P. (2021). Fear of others. Digital media representations of the US-Mexico border and COVID-19. Estudios fronterizos, 22. https://doi.org/10.21670/ref.2101064 DOI: https://doi.org/10.21670/ref.2101064
Merryfield, M. (2003). Like a veil: Cross-cultural experiential learning online. Contemporary Issues in Technology and Teacher Education, 3(2), 146-171.
Miranda, B., & Hernández, A. S. (2022). Gestión desbordada: solicitudes de asilo en Estados Unidos y los mecanismos de espera allende sus fronteras. Migraciones Internacionales, 13. https://doi.org/10.33679/rmi.v1i1.2385 DOI: https://doi.org/10.33679/rmi.v1i1.2385
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x DOI: https://doi.org/10.1177/016146810610800610
Monte Madrigal, J. A. D. (2021). Vidas rompibles en el vórtice de precarización: políticas de expulsión, procesos de exclusión y vida callejera en Tijuana, México. Norteamérica, 16(2), 183-207. https://doi.org/10.22201/cisan.24487228e.2021.2.433 DOI: https://doi.org/10.22201/cisan.24487228e.2021.2.433
Motley, P., & Sturgill, A. (2014). Cultivating a professional ethic in covering marginalized populations: Learning about the poor through service-learning. Journalism & Mass Communication Educator, 69(2), 166–179. https://doi.org/10.1177/1077695813517886 DOI: https://doi.org/10.1177/1077695813517886
National Task Force on Civic Learning and Democratic Engagement. (2012). A crucible moment: College learning and democracy’s future. Association of American Colleges and Universities.
Peña, S. (2021). US–Mexico border cities and territorial development trends. In Border Cities and Territorial Development (pp. 228-245). Routledge. DOI: https://doi.org/10.4324/9781003164753-16
Reysen, S., & Katzarska-Miller, I. (2013). A model of global citizenship: Antecedents and outcomes. International Journal of Psychology, 48(5), 858-870. https://doi.org/10.1080/00207594.2012.701749 DOI: https://doi.org/10.1080/00207594.2012.701749
Ross, T. (2021). Journalism alongside: A reflection on teaching journalism through community engagement. Asia Pacific Media Educator, 31(1), 10–18. https://doi.org/10.1177/1326365X211003736 DOI: https://doi.org/10.1177/1326365X211003736
Sattin, C. (2007). Learning in the global era (pp. 1-43). In M. M. Suarez-Orozco (Ed.). Learning in the global era: International perspectives on globalization and education (pp. 1-43). Los Angeles: University of California Press. DOI: https://doi.org/10.1525/california/9780520254343.003.0001
Seifer, S. D., & Mihalynuk, T. V. (2005). The use of technology in higher education service-learning. Retrieved from http://www.servicelearning.org/instant_info/fact_sheets/he_facts/use_of_tech/
Smit, E. M., & Tremethick, M. J. (2017). Value of online group reflection after international service-learning experiences: I never thought of that. Nurse Educator, 42(6), 286-289. https://doi.org/10.1097/nne.0000000000000381 DOI: https://doi.org/10.1097/NNE.0000000000000381
Stolley, K. S., Collins, T., Clark, P., Hotaling, D. E., & Takacs, R. C. (2017). Taking the learning from service learning into the postcollege world. Journal of Applied Social Science, 11(2), 109-126. https://doi.org/10.1177/1936724417722579 DOI: https://doi.org/10.1177/1936724417722579
Strait, J., & Hamerlinck, J. (2010). Service-learning in online courses webinar. Retrieved February 9, 2010, from Center for Digital Civic Engagement website: http://cdce.wordpress.com/2010/02/10/service-learning-in-online-courses-webinar/
Strait, J., & Sauer, T. (2004). Constructing experiential learning for online courses: The birth of e-service. Educause Quarterly, 27(1), 62-65.
Tharp, D. S. (2012). A proposed workshop curriculum for students to responsibly engage cultural conflict in community-based service learning. Journal of Transformative Education, 10(3), 177-194. https://doi.org/10.1177/1541344612470974 DOI: https://doi.org/10.1177/1541344612470974
Torres Martín, C., Acal, C., El Honrani, M., & Mingorance Estrada, Á. C. (2021). Impact on the virtual learning environment due to COVID-19. Sustainability, 13(2), 582. https://doi.org/10.3390/su13020582 DOI: https://doi.org/10.3390/su13020582
Tyran, K. L. (2017). Transforming students into global citizens: International service learning and PRME. The International Journal of Management Education, 15(2), 162-171. https://doi.org/10.1016/j.ijme.2017.03.007 DOI: https://doi.org/10.1016/j.ijme.2017.03.007
UNWTO. (2013). Sustainable Tourism for Development Guidebook. UNWTO.
US Census Bureau. (2017). United States Census Bureau. Recuperado el 1 de november de 2018, de Population.
Veyvoda, M. A., & Van Cleave, T. J. (2020). Re-imagining community-engaged learning: service-learning in communication sciences and disorders courses during and after COVID-19. Perspectives of the ASHA Special Interest Groups, 5(6), 1542-1551. https://doi.org/10.1044/2020_PERSP-20-00146 DOI: https://doi.org/10.1044/2020_PERSP-20-00146
Waldner, L. S., Widener, M. C., & McGorry, S. Y. (2012). E-service learning: The evolution of service-learning to engage a growing online student population. Journal of Higher Education Outreach and Engagement, 16(2), 123-150. https://openjournals.libs.uga.edu/jheoe/article/view/936
Waldner, L.S. (2015). eService-learning: Breaking through the barrier. In J. Strait, & K. J. Nordyke (Eds.), eService-learning: Creating experiential learning and civic engagement through online and hybrid courses (pp. 20 – 39). Stylus. DOI: https://doi.org/10.4324/9781003444596-4
Yang, M., Luk, L.Y.Y., Webster, B. J., Chau, A.W.L., & Ma, C.H.K. (2016). The role of international service-learning in facilitating undergraduate students’ self-exploration. Journal of Studies in International Education, 20(5), 416-436. https://doi.org/10.1177/1028315316662976 DOI: https://doi.org/10.1177/1028315316662976
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Katie Dudley, Vinod Sasidharan, Marisa Reyes-Orta, Jose T. Olague
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
