Students’ Perception Towards Engaging Factors of Extreme e-Service Learning Design for Computer Network Course

Abstract

Impact brought by COVID-19 changes the whole classroom culture from face to face to the extreme online learning and this includes a course that normally implements traditional face-to-face Service Learning. Educators are required to shift the learning into the online platform which is also known as Extreme e-Service Learning and it must be prepared in a proper way. In keeping students engaged with their learning, Extreme e-Service Learning needs to be designed based on engaging factors to encourage and support student engagement with their learning. Thus, in this study, researcher designed the Extreme e-Service Learning online platform based on the engaging factors and at the same time, investigating students’ perceptions towards this learning design. A set of questionnaires were distributed and analyzed. Semi-structured interviews with students in a smaller group were conducted to have a deeper insight. Research findings suggest that students have positive views and perceptions in regard of using Extreme e-Service Learning mainly because of the learning activities and interesting features in this online platform. This study contributed to the design of Extreme e-Service Learning based on engaging factors that help e-Service Learning instructors in planning their teaching and learning process and ensure engaging experience for the students.

Moving to e-Service Learning in Higher Education

“…Some activities such as SL have been severely affected by the pandemic and professors have been forced to rethink these activities [6,19]. Even a large number of SL programs in higher education have been cancelled or suspended, although some educational institutions have transformed the way SL was conducted [1,[20][21][22][23], for example, making transitions from traditional SL to online platforms. This is not an easy issue considering that face-to-face interaction and collaboration when performing these activities in collaboration with entities is the great value of SL.…”

“…In online SL, this contact is not possible and the learner might feel disconnected from the community in synchronous online communication. The authors of [22] investigated the perception of students in an e-SL course, concluding that students feel engaged in the same way if the activity is well and attractively designed. Balballi discussed the creation of an online, asynchronous project with audiology PhD students [19] and the authors of [21] described a project in which an SL experience was carried out for the service of children and adolescents in need [21].…”

Promoting Secondary Students' Twenty-First Century Skills and STEM Career Interests Through a Crossover Program of STEM and Community Service Education

“…Instead of using conventional didactic teaching approaches, successful STEM education programs usually adopt constructivist student-centered approaches with a strong emphasis on learners' active participation (Ulger, 2018 ; Wan et al, 2021 ; Weng et al, 2022 ). Integrating community service learning (Yorio and Ye, 2012 ; Chiva-Bartoll et al, 2020 ) with STEM education, where learners apply what they learn to provide solutions to the problems in their communities, is considered an innovative and constructivist approach (Collins et al, 2020 ; Marcus et al, 2021 ).…”

Integrating Drone Technology in Service Learning for Engineering Students

“…To ensure HEIs produce holistic and quality graduates, it is necessary to redesign the service learning implementation in accordance to the needs of the fourth industrial age and the demand of 21st Century. During the COVID-19 pandemic, it is also important to redesign service learning to e-service learning [40][41] to ensure that this kind of learning can continue. Service learning has successfully inculcated accountability within students and enriching students' learning experience.…”