Research exploring the efficacy of Service-Learning hasn't fully investigated potential implications for online modalities and transfer of learning. Therefore, during Fall 2016 and Spring 2017 semesters I taught two second-semester composition courses built around essays that required students to engage with communities outside the classroom. Because these classes were at two separate institutions (Idaho State University and College of Western Idaho) using two separate modalities (face-to-face and online), this dissertation is able to assess Service-Learning in relation to online writing instruction and transfer of learning in a broader context. This project indicates that Service-Learning projects in online settings can succeed without the teacher acting as moderator between student and community partner; additionally, class design features that enhance transfer of learning can be successfully adopted in f2f/online and university/community college courses that use Service-Learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]