Using Action Research to Promote Meaningful E-Service-Learning Experience for Preservice Teachers

Abstract

Research on service-learning has documented the importance of relationships and meaningful community connections for preservice teachers' development. What remains less explored is the opportunities and challenges provided by e-service learning integrated into teacher preparation coursework. In this study, the authors utilize action research methodology to explore how preservice teachers engaged in e-service learning during the move towards remote instruction in the summer of 2020. Drawing on the analysis of students' weekly journals, final reflections, and the survey of stakeholders, they examine how e-service-learning created opportunities for students to feel connected to the community during the time of social isolation and be motivated by their ability to make an impact on children's interest in learning STEM content. The challenges emerged out of a disconnect between course content and some of the e-service learning assignments. This study's implications include better integration of e-service learning into teacher education courses.

Exploring Cognitive Engagement in Extreme e-Service Learning for Multimedia Creative Course During the COVID-19 Pandemic

“…Effective communication and coordination become crucial to ensure successful collaboration and alignment of project goals. Additionally, the absence of physical presence and hands-on experiences may affect the depth of students' engagement and the immersive nature of their service activities (Chesser et al, 2021). The challenges posed by Xe-SL in terms of building and maintaining meaningful connections, effective communication, and the absence of physical presence and hands-on experiences directly impact students' cognitive engagement (Waldner et al, 2012).…”