Nurturing Socially Responsible Global Citizens Through Blended Learning: A Journey Through Technology-Enhanced Service-Learning

Ngai, Grace

doi:10.1007/978-3-031-08939-8_1

Cited by 1 publication

(1 citation statement)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Fourth, the current study only compares Type IV extreme service-learning and traditional service-learning, but this is a very rough classification: there is much variation even under these two categories in terms of how students and the community interact (Ngai, 2022). Future studies should address this issue by differentiating the different types of e-service-learning when investigating the experiences and learning gains that they provide.…”

Section: Limitations and Further Studiesmentioning

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

View full text Add to dashboard Cite

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.

show abstract

Section: Limitations and Further Studiesmentioning

confidence: 99%