. . . unlike typical classroom learning, real-world learning tends to be more cooperative and communal than individualistic, involves using tools rather than pure thought, is accomplished by addressing genuine problems rather than problems in isolation, and involves specific contextualized rather than abstract or generalized knowledge. College learning that more closely approximates the situation in which students will use their knowledge and continue to learn is less likely to be useless or inert.
– from the chapter “Identifying the Learning Outcomes of Service” in Where’s the Learning in Service-Learning? by Janet Eyler and Dwight E. Giles, Jr.