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.