Research, monitoring and evaluation in service learning: the distinct characteristics of research into service learning
This article argues that research, monitoring and evaluation in service learning cannot be placed on one conceptual level. Research is about the creation of new knowledge. Monitoring and evaluation deal with, amongst other things, quality control and the development of a process. Although research,...
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| Format: | Article |
| Language: | English |
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University of the Free State
2005-01-01
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| Series: | Acta Academica |
| Online Access: | https://journals.ufs.ac.za/index.php/aa/article/view/1069 |
| Summary: | This article argues that research, monitoring and evaluation in service learning cannot be placed on one conceptual level. Research is about the creation of new knowledge. Monitoring and evaluation deal with, amongst other things, quality control and the development of a process. Although research, monitoring and evaluation can complement each other, they cannot be treated as one conceptual activity, since their aims nd objectives differ. The problem statement is that the meaning of research, monitoring and evaluation will be lost if they are all treated on the same conceptual level. The aims of this article are to identify the difference between research, monitoring
and evaluation in service learning as well as to identify a framework for research into service learning.
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| ISSN: | 0587-2405 2415-0479 |