Embracing e-service learning in the age of COVID and beyond.

Schmidt, Michelle E.

doi:10.1037/stl0000283

Cited by 21 publications

(13 citation statements)

References 11 publications

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“…Only a few studies have to date addressed the potential of digitalization and innovations in information and communication technology (ICT) for service learning, and only recently have authors completed studies on e-service learning approaches (Figuccio, 2020;Harris, 2017;Marcus et al, 2021). With the COVID-19 crisis requiring innovative solutions, including e-service learning (Adkins-Jablonsky et al, 2021;Schmidt, 2021), we expect digital and hybrid formats to gain increasing attention in future research.…”

Section: Discussionmentioning

confidence: 99%

Teaching Transformative Service Learning

Schank

Halberstadt

2022

Transforming Entrepreneurship Education

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Service learning describes an increasingly established form of teaching and learning at universities combining academic learning with real-world problem solving. While traditional approaches work within existing social systems and, in the worst case, reproduce and perpetuate social problems, critical and transformative approaches aim at systemic changes in social practice, while showing their potential to address sustainability entrepreneurial competences that are key for (future) agents of transformation. This understanding of service learning challenges students and lecturers, and requires a structured, well-thought-out pathway. Our chapter introduces transformative service learning as a promising approach for entrepreneurship (oriented) education. The argumentation for it is competence-oriented while focusing on the abilities that can promote sustainable development. In addition, the chapter addresses the role of the lecturer, which to date has been rarely and very unsystematically examined. The paper also proposes the specific service learning IOOI tool that aims to support lecturers, especially in the early stages of service learning courses, and help streamline programs.

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Section: Discussionmentioning

confidence: 99%

Teaching Transformative Service Learning

Schank

Halberstadt

2022

Transforming Entrepreneurship Education

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“…Online SL can be challenging for some students and CPOs who may feel isolated, bored, or overwhelmed, which is a common experience in an online learning environment (Croft et al, 2010;Núñez & Cuisia-Villanueva, 2020). Therefore, to foster an environment that is lively, interactive, and meaningful (Dapena et al, 2022;Figuccio, 2020;Schmidt, 2021), online SL must utilize various online strategies, such as active and involved formators/faculty, engaging sessions for CPOs, and recorded sessions for asynchronous learning. By creating an energetic and productive online learning atmosphere, online SL can increase the interest and involvement of the stakeholders.…”

Section: Facilitating Optimal Engagement In Online Sl To Ensure Bene ...mentioning

confidence: 99%

“…Online SL is a unique mode of service-learning that takes place in a completely online environment, enabling students to work with partner communities remotely using information and communication technology (ICT) platforms (Marcus et al, 2020;Waldner et al, 2012). Due to the COVID-19 pandemic, Online SL has become a necessary adaptation for higher educational institutions (HEIs) globally (Dapena et al, 2022;Schmidt, 2021). Although online SL has many bene ts, such as increased accessibility and exibility, its immediate impacts on partner communities are still not well understood.…”

Section: Introductionmentioning

confidence: 99%

Immediate Impacts of Online Service-Learning Engagements on Partner Communities: A Mixed Methods Approach

Abenir

Lopez

Mendoza

et al. 2023

Preprint

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This study investigates the immediate impacts of online Service-Learning (SL) on partner communities in the Philippines, addressing a gap in existing literature focused on face-to-face (f2f) SL engagements. Using a mixed-method convergent design, it assesses benefits, drawbacks, and factors influencing the effectiveness of online SL. Data was collected from 66 key contacts across 36 community partner organizations (CPOs) of a comprehensive university using a survey questionnaire and 11 individual interviews. Results show that online SL projects generally support CPOs' missions, enhance resources, foster new knowledge, and yield positive outcomes. However, qualitative analysis reveals areas for improvement to make online SL more engaging and responsive to community needs. This research emphasizes the importance of examining the immediate impact of online SL, guiding best practices for implementation, and fostering effective online SL collaborations that can be adapted across various countries with similar contexts.

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“…Most existing studies report that e-service-learning positively impacts students. Schmidt (2021) surveyed 18 students enrolled in a developmental psychology course with an e-service-learning component during COVID-19. Students reported a positive learning experience and perceived that it helped them develop various outcomes such as critical thinking and flexibility.…”

Section: Literature Reviewmentioning

confidence: 99%

A Large-Scale Study of Students’ E-Service-Learning Experiences and Outcomes During the Pandemic

Ngai

Lau

Kwan

2023

Journal of Experiential Education

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Background: The COVID-19 pandemic resulted in strict social distancing and lockdown measures to contain the spread of the disease. These measures significantly impacted experiential pedagogies, including service-learning. Many teachers pivoted to e-service-learning. While past literature suggests that e-service-learning is as, or even more effective than, traditional service-learning, there are few large-scale comparative studies that support this claim. Purpose: Our study fills the research gap via a large-scale study into student e-service-learning experiences and outcomes during COVID-19. Methodology/Approach: The study examines learning outcomes of students taking e-service-learning subjects during the early stage of the pandemic, i.e., the 2020/21 academic year, in a Hong Kong university, and compares their learning experiences and gains with a similar group of students who studied the same subjects from 2014/15 to 2018/19. Findings/Conclusions: Results indicate that while e-service-learning is effective in enhancing students’ cognitive and civic learning, it is less effective than traditional service-learning in facilitating civic learning outcomes. Implications: Investigating students’ learning experiences suggests that the quality of reflection and interaction with the community, which are critical learning experience components, may have been impacted by online communication. These factors may have played a key role in influencing the effectiveness of e-service-learning compared to traditional service-learning.

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Embracing e-service learning in the age of COVID and beyond.

Cited by 21 publications

References 11 publications

Teaching Transformative Service Learning

Teaching Transformative Service Learning

Immediate Impacts of Online Service-Learning Engagements on Partner Communities: A Mixed Methods Approach

A Large-Scale Study of Students’ E-Service-Learning Experiences and Outcomes During the Pandemic

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