此論文描述研究參與者在服務學習中的學習經驗，以及從經驗中發現的生命意義。研究參與者包括12 位大一學生及論文作者。再者，此論文也呈現教學者在行動中的省思與未來對課程的規劃。除此之外，此論文盼能提供其他研究者瞭解，大學的服務學習中心如何提供教學者與大學生學習及發現生命意義的機會。本研究主要採用質性研究方法，研究對象為參與服務學習之12 位大一學生。資料收集來自學生之省思摘要、其與小學生的網路討論、和訪談的內容。資料分析策略為個案內與跨個案之類屬分析。最後並運用Mezirow 轉化學習理論來歸納與討論本研究中學生的學習；並從主題中歸納出屬於工具性、溝通性、與解放的學習。學生在服務學習的經驗中獲得具有溝通性的及解放性的學習，但仍在持續尋找未來生命方向的目標與並培養目標所需的專業能力。根據此研究中的發現與研究者的省思，研究者進一步於論文中描述未來專業課程與服務學習如何結合之計畫。

This paper aims to describe what participants learned about life meaning in the process of service learning program SGIP (Study Group via the Internet Platform). The research participants of this study included the researchers and 12 freshmen from child studies relevant majors. This paper also aims to describe the researchers’ reflection on the students’ learning for future action. Furthermore, this action research aims to provide other researchers with understanding of how a college service learning center created learning opportunities. This study used action research method. The data were collected and analyzed from 12 college students’ reflection reports, interviews and online discussion with the pupils. The analytic strategy was theme analysis within cases and cross cases. In addition, Mezirow's transformative learning theory was used to induce and discuss the college students' learning. Learning based on Mezirow includes topics of instrumental, communication or emancipative learning. Although the experiences of service learning brought the benefits of participants’ learning, the students reflected on the needs of more professional development and of finding calling of life. According to these findings and our reflection on them, the researchers discussed and describe how to design an immersive college service learning course for the following year.