Changes in Multicultural Experience: Action Research on a Service Learning Curriculum

Liu, Ruo Lan; Lin, Pai Ying

doi:10.1007/s11213-016-9395-2

Cited by 13 publications

(5 citation statements)

References 12 publications

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“…Multicultural engagement in the marketplace can also facilitate development of these skills. For example, in examining the effects of a service learning course, Liu and Lin (2017) find that the process of serving and acquiring information about service recipients prompted students to learn how to effectively interact with people of various cultural backgrounds.…”

Section: From Tolerance To Multicultural Engagement: a Well-being Cenmentioning

confidence: 99%

Constructing a bridge to multicultural marketplace well-being: A consumer-centered framework for marketer action

Demangeot

Kipnis²,

Pullig³

et al. 2019

Journal of Business Research

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Section: From Tolerance To Multicultural Engagement: a Well-being Cenmentioning

confidence: 99%

Constructing a bridge to multicultural marketplace well-being: A consumer-centered framework for marketer action

Demangeot

Kipnis²,

Pullig³

et al. 2019

Journal of Business Research

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“…In another study conducted in Taiwan, action research was used to investigate the multicultural experience of graduate students who enrolled in a SL course. It was found that students had an improved interacting skills with service recipients after some interventions (Liu & Lin, 2017). Since there have been scant studies on the use of action research paradigm in the field of ISL, more action research studies are needed to investigate the effectiveness of ISL and improve students' learning.…”

Section: International Service-learning and Global Citizenship Educationmentioning

confidence: 99%

Enhancing the impacts of international service-learning on intercultural effectiveness and global citizenship development through action research

Chan

Ngai

Yau

et al. 2020

Educational Action Research

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This paper reports the results of an action research project on improving students' learning from international service-learning. Participants were two consecutive cohorts of university students enrolled in nine international service-learning projects. Mixed-method findings from the first cohort reveal significant increases in their global competence and intercultural effectiveness but not their social responsibility or global civic engagement. Targeted improvement actions were planned and implemented accordingly for the subsequent cohort, resulting in significant increases in their social responsibility in addition to global competence and intercultural effectiveness scores. No significant increase, however, was found in students' global civic engagement. The findings suggest that action research can be an effective strategy to improve students' global citizenship and intercultural effectiveness development from international service-learning, and that explicit and intentional elements are needed in the learning and reflective activities to develop these attributes. Implications for practice and future research are discussed.

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“…With an intent to develop a sense of companionship or friendship between both parties, the intergenerational service-learning intervention brings the socially isolated older adults back on the periphery of social activities as they engage in conversations with college students [ 27 ]. Recurrent interactive sessions are useful to enhance the level of subjective well-being among older adults and connect them to the social network [ 28 ].…”

Section: Introductionmentioning

confidence: 99%

Examining the Effect of Contactless Intergenerational Befriending Intervention on Social Isolation Among Older Adults and Students’ Attitude Toward Companionship: Content Analysis

Sen,

Laheji,

Ramamonjiarivelo

et al. 2024

JMIR Aging

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Background Intergenerational friendship, a mechanism of social support, is an effective intervention to reduce the increasing risk of social isolation (SI) and develop companionship in the older adult population. The COVID-19 pandemic provided a unique opportunity to examine the psychosocial intervention of befriending via technology use as a primary form of contactless socialization. Objective The study aims to explore the effectiveness of the befriending intervention through a contactless, intergenerational service-learning project on older adult emotions, especially boredom and loneliness as the key attributes of SI, and on students’ attitude toward companionship. Methods During the months of January to April 2022 , undergraduate students enrolled in a health administration course with a special focus on culture were asked to be involved in a contactless, intergenerational service-learning project (n=46). In this study, contactless intervention meant communication using the telephone and apps such as FaceTime and Zoom. Students were paired with older adults to have at least a 30-minute weekly conversation, for 8 weeks, via telephone or an internet-based app such as FaceTime. Students were asked to write a half-page diary after each interaction and a 1-page reflection at the end of the fourth week and at the end of the service-learning project. At the completion of the project, the researchers also surveyed the older adults to assess the impact of the project using a 5-item open-ended questionnaire. Following a heuristic approach and content analysis, student artifacts (110,970 words; 118-page, single-spaced Microsoft Word document) and the older adult surveys were analyzed using MAXQDA, (VERBI GmbH). Qualitative data were extracted to assess the impact of service learning on SI by measuring the attributes of boredom and loneliness among 46 older adults. Students’ attitudes toward companionship were also assessed using data from their diaries and reflections. Results Overall, three major constructs were identified: (1) meaningful engagement, defined as feeling safe, having increased confidence, and having reduced boredom; (2) internal motivation to participate in the weekly interaction, defined as discussion about daily life experience, level of happiness, and ability to exert personal control over the situation; and (3) intergenerational befriending, defined as perceived benefits from the friendly nature of the interaction, ability to comfortably connect with students, and positive feeling and attitude toward the student. Conclusions The contactless, intergenerational befriending intervention reduced boredom and loneliness among older adults and enhanced positive attitude and confidence among university students. Students helped older adults to develop digital skills for the use of apps and social media. Older adults showed interest in the intervention and shared their daily life experiences with the students, which helped to reduce the gap between generations. Findings indicate the effectiveness of an intergenerational service-learning intervention on SI reduction and increased positive attitude among college students.

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Changes in Multicultural Experience: Action Research on a Service Learning Curriculum

Cited by 13 publications

References 12 publications

Constructing a bridge to multicultural marketplace well-being: A consumer-centered framework for marketer action

Constructing a bridge to multicultural marketplace well-being: A consumer-centered framework for marketer action

Enhancing the impacts of international service-learning on intercultural effectiveness and global citizenship development through action research

Examining the Effect of Contactless Intergenerational Befriending Intervention on Social Isolation Among Older Adults and Students’ Attitude Toward Companionship: Content Analysis

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