Beyond the classroom: Integrating the ORID model for in-depth reflection and assessment in service-learning

Why this paper matters

Uses the ORID model for structured reflection and assessment.

Evidence reviewed

Design: Qualitative reflection-content analysis
Full-text status: Indexed PDF/full text reviewed

Principal finding

ORID prompts surfaced objective, reflective, interpretive, and decisional dimensions of student learning.

EntrSL interpretation

This paper informs the design or evaluation of service-learning and experiential-learning work. Its findings should be interpreted within the reported design and context, not treated as universal or necessarily causal evidence.

Limitations and boundary conditions

Single-event context and no comparison group.

Scoring rationale

• EntrSL relevance: 4/5. Directness to service-learning, experiential learning, higher education, entrepreneurship, reflection, reciprocity, or institutional practice.
• Evidence quality: 3/5. Based on design transparency, sample or review breadth, analytical fit, and inferential limits.
• Journal standing is separate. OpenAlex two-year mean citedness and h-index are descriptive source metrics and do not increase this paper’s evidence score.

Citation

FK Fadlelmula; SM Qadhi (2024). “Beyond the classroom: Integrating the ORID model for in-depth reflection and assessment in service-learning.” Education Sciences. https://doi.org/10.3390/educsci14090987