Final answer:
The statement is false; Furco (1996) describes a flexible continuum for service-learning models rather than fixed categories. The models focus on the balance between service outcomes and learning goals, tailoring to both community and educational needs.
Step-by-step explanation:
The statement that Furco (1996) distinguishes five experiential learning models along the dimensions of beneficiary (recipient or provider of service) and focus (service or learning) is false. Furco actually differentiates service-learning along a continuum where the beneficiary can be either the provider of the service or the recipient, and the focus can shift from learning goals to service outcomes. These dimensions are not fixed but rather are flexible and can vary in degree, making service-learning a diverse field where the balance between serving and learning can be adjusted to meet both educational and community needs.
Furthermore, discussing the experiential learning models offers an avenue to understand the complex relationship between service and learning, and how various programs can be tailored to enhance both community service and educational outcomes. This is evident in programs that use adult education methods asking for critical reflection (as opposed to simply disseminating information), that recognize and build upon community assets, and that engage with the dynamics of community systems and personal experiences.