Exploring Collaborative Reflection in Service-Learning: A Case Study of Higher Education Students in Chile and Ecuador

Abstract: Reflection is the key element that connects theory with the experience component when applying the service-learning methodology (SL). This paper analyzes the results of implementing a SL collaborative reflection model (SL CRM) using Instagram between students from a Chilean and Ecuadorian university. The purpose of this case study was to answer the following question: How do Chilean and Ecuadorian university students reflect on their experiences within the contextualized implementation of a collaborative, reflective service-learning model?
The reflection model used was constructed based on Moran's (2013) analysis of Kolb's experiential learning cycle and consists of: three levels of reflection, five cycles, and four foci. Students’ responses were analyzed in both contexts and several similarities and differences emerged. For instance, both groups reported that they were able to question their prejudices but had diverse experiences due to the nature of their service. In addition, both groups mentioned the importance of adaptation to have meaningful learning during their SL experience. Furthermore, students reaffirmed their passion for their professions while using the knowledge and skill sets gained from their college careers to work with community partners. They understood that their vocations and university careers could be at the service of the community and the humanization of themselves as future professionals. This transformation process impacted their understanding of the social reality of the communities, thus showing a mentality and commitment to social justice. The use of a SL CRM using Instagram can contribute to deepen the reflection process when using the SL methodology.

Narrative: Introduction
Service learning (SL) is an experiential learning approach that integrates active social service with professional training to build knowledge through continuous reflection (Aramburuzabala, Mcllrath & Opazo, 2019; Jacoby, 1996; Furco, 1996; Sigmon, 1979). Through continuous reflective practices, students improve their learning processes, polish their professional practices, and establish relationships with their environment and communities that will prepare them for their future professional lives (Alt, Raichelt & Naamati-Scheider, 2022; Chika, 2020).
Context
Chile is a narrow country that extends along the western coast of Latin America. In 2020, poverty in the country reached 10.8% of the inhabitants, 4.3% of whom live in extreme poverty. Similarly, rural poverty reached 13.8% and urban poverty 10.4% (Ministry of Social Development and Family, 2021). On the other hand, Ecuador is a country located in northwestern Latin America. It is considered a multicultural nation that includes fourteen different nationalities and eighteen indigenous groups (World Bank, 2021). As of 2022, only 33.1% of the population had adequate jobs, 22.6% are underemployed, 25.8% are not fully employed, 12.5% work unpaid jobs, and 0.6% do unclassified work. 5.4% of the population is unemployed (INEC, 2022).
Literature Review
This SL CRM was developed after analyzing a model that states that there is a zero-learning cycle in which detailed descriptions of events, tasks, and perceptions are recorded near the time and place in which they occur. Also, there is a final cycle that takes what has been reflected upon to devise future actions (Moran, 2013). The model implemented in this study is based on previous frameworks and aims to promote collaborative reflection through dialogic practices (ABC Lab, 2020). It was first created in the Chilean university participating in this study. This framework proposes that reflection be done cyclically, in five stages throughout the entire SL project, each time focusing on four foci, and from three levels. This promotes a continuous and organized reflective process that follows the organic development of the relationship with the community (ABC Lab, 2020).
Levels of collaborative reflection
Personal: Done individually by each participant when participating in collective reflective activities.
Group: Developed by each group while carrying out collective reflective activities. They derive from personal reflections.
Intergroup to collective: Corresponds to the communication of group reflections and the reflections carried out collectively among all the groups and participants. Reflections are developed from group reflections.

Foci of SL CRM:
Social challenge or problem to solve: Situation, fact, condition, or phenomenon that motivates the carrying out of actions with a specific community. The social challenge should be 1) identified and validated by those in the community and 2) relevant for the student. It aims to identify the structural bases of the social challenges that are being addressed while working with the community.
Community partner: A social entity with which a cooperative, reciprocal, and joint work relationship is established.
The group and each member: Affective, cognitive, procedural, communicational, organizational, and regulatory processes experienced at personal and group levels when carrying out activities with SL methodology.
Educational process: Set of sequences of social activities involved in the integral subjective development -community, interpersonal and psychological; real and imaginary; corporal and symbolic; associated or not; intentional or uninvolved in the construction of knowledge and perspectives through the development of personal and professional competencies when working on SL projects (ABC Lab, 2020).
Collaborative reflection cycles in service learning:
Previous learning cycle, activation: It corresponds to the processes of imagination and ideation before its implementation, activation of prior knowledge, and explanation of prejudices and beliefs.
Zero learning cycle: It is carried out at the beginning of the work when the initial contact between the people involved is made. It corresponds to identifying and characterizing the situation and those participating.
First learning cycle: It is carried out in the central part of the work when cooperation between the people involved is established.
The second cycle of learning, explanation, and proposition is developed before finishing work and preparing the closure with the community. It corresponds to the explanation of current situations and exploration of other possible determinants or developments of what is happening to the establishment of other possible causal lines.
The third cycle of learning, proflection: Is made after finishing work and having carried out the celebration with the community (ABC Lab, 2020).

Research question
How do Chilean and Ecuadorian university students reflect on their experiences within the contextualized implementation of a collaborative, reflective service-learning model?

Methodology
A total of 145 students participated (88 Chilean and 57 Ecuadorian) in this case study. Each university implemented the SL CRM using Instagram (IG) and the participants were divided into groups who created their own IG private account (ABC Lab, 2020). The IG responses were analyzed using Atlas TI and both an inductive and deductive analysis was conducted.

Discussion
Students from both countries identified the social challenge that they were confronted with and went through a process of widening their perception of the realities of the community partners and ended up focusing on the community's strengths. In Ecuador, there were more internal reflections on how to achieve meaningful personal learning during SL projects, while in Chile there were more external reflections on curricular learning and social issues that impact learning. In terms of the reflective representations of the students, both groups demonstrated a display of creativity using their skills and knowledge to generate ideas on how to face the social challenge despite the circumstances and limitations of the pandemic. A big challenge was coming up with a way to maintain communication with community partners, as well as modify or create projects that impact the target population. Finally, both groups questioned their professional development and their understanding of their social reality, thus showing a commitment for social justice.

Conclusion
Several similarities and differences emerged from applying the SL CRM in both universities and it was evident that students went through a rigorous and thorough reflection process that could otherwise could have not occurred. The SL CRM can be improved to continue to promote reflection in SL.