14 May 2021

Service-Learning (SL) aims to improve students’ academic knowledge and perfor­mance, as well as their civic and social com­petencies. This study uses the meta-analy-sis technique to summarise up-to-date re­search findings on SL in scientific papers that used mixed methods research. The findings indicate that SL leads to signifi­cant improvements in students, especially in terms of knowledge acquisition (d=1.07), with a similar effect size for the few stud­ies using a control group (d=0.89), although this effect size is smaller in terms of atti­tude toward service (d=0.45). There are no significant effects when these variables are compared with dependent variables such as programme duration, gender, or sample size. Moreover, there is high heterogeneity in the evaluation methods and measurement instruments used in the articles. Although research on SL is increasing significantly, the methodological quality of most of the studies reviewed is quite low. It can be con­cluded that SL is beneficial to the students involved in the service, however, in order to properly appreciate the different scenar­ios of the findings, more rigorous research designs are required. We would recommend creating uniform research protocols and ex­tending SL using mixed methodology across every discipline, including the arts, and at every level of education.

Please, cite this article as follows: Bonastre, C., Camilli, C., García-Gil, D., & Cuervo, L. (2021). Implicaciones educativas y sociales del Aprendizaje-Servicio con métodos mixtos a través de un meta-análisis | Educational and social implications of Service-Learning using mixed methods: a meta-analysis. Revista Española de Pedagogía, 79 (279), 269-287.

21 December 2016

In recent years, online teaching and training with MOOCs has become increasingly important. This is demonstrated by the number of publications about them. Here we present a meta-analysis of the research that has been performed, focusing on the educational opportunities provided by MOOCs. This study was conducted using Social Sciences peer review open journal publications from the last five years (2011-2016). These indexed publications can be found in the following databases: JCR, Scimago Journal-SCOPUS, and Sello Fecyt. The main result obtained was quantitative data gathered from questionnaires referring to the most worked area of materials and content design. As an initial conclusion, it identifies a need to broaden the scope of study to include more general educational journals.


Cite this article as: Cabero-Almenara, J., Marín-Díaz, V., & Sampedro-Requena, B. E. (2017). Aportaciones desde la investigación para la utilización educativa de los MOOC | Research contributions on the educational use of MOOCs. Revista Española de Pedagogía, 75 (266), 7-27. doi: