Evaluation of volunteering satisfaction in Learning Communities: a cross study

Abstract

This article presents the results of an investigation in which 255 student volunteers from the University of Seville have collaborated and have participated in 29 centers constituted as learning communities (CdeA) in the province of Seville. This study aims to disseminate the assessment of the experience made by students during the 2014 to 2020 academic years, regarding their reasons for participating, expectations, self-perceptions, their personal, academic, professional, and social learning, and the overall assessment of the experience. The volunteer participates in an activity subject to academic recognition (ASRA), called Psychoeducational Intervention in Learning Communities, of up to 6 ECTS credits; In these centers they participate in successful educational actions such as interactive groups, gatherings, a tutored library and educational accompaniment or reinforcement. For data collection, the SAVUCdA questionnaire was used with 54 items categorized into eight blocks. A quantitative methodology is followed, carrying out descriptive, contrast and correlational analyzes that allow identifying the evolution of the valuations and the relationships between the blocks in the different years. Among the main results, we highlight good evaluations after the long period studied, which implies good coordination and monitoring of the internships, availability and good work of all the agents involved in them. The correlational results indicate, as a main conclusion, that this type of practice facilitates the learning and development of all areas of the student body. It is noteworthy that, although the students did not initially have high expectations regarding their practices, the evaluations of the learning acquired have been very positive in all the courses.