Related previous studies have recognized service learning ability to im-prove students’ generic skills during the service learning projects, however strategies for implementing and evaluating the effects of service learning on students’ generic skills in online environment remain limited. Therefore, this study conducted to identify what are the generic skills mentioned in students’ reflections, the differences when the responses compare to stu-dents’ performance in the course, and to analyze students’ perception to-wards the integration of e-Service Learning platform. A learning environ-ment was created using face-to-face with integration of online delivery of service learning. By the end of the course, thirty-five students were required to reflect upon their learning process while using the e-Service Learning platform. Results showed that the design of the learning environment was effective in promoting the development of these generic skills such as Global Citizen, Scholarship, Adaptability and Teamworking. The major contribution of this study is that generic skills can be promoted through the hybrid strategy of service learning that combine both face-to-face and online delivery. Academic success is strengthened both via the use of tech-nologies as well as through the implementation of experiential learning op-portunities such as service learning.

<p class="0abstract">E-Service Learning is a service-learning course when the instruction and/or the service occurs online gains popularity among educators as we are transitioning to online learning platforms. The current study presents a systematic review of papers on the research involved information and communications technology (ICT) in the service-learning project. Studies have noted the growing use of ICT in service-learning projects for various purposes such as for communication and collaboration, data collection, reflection, and instruction delivery. However, very little research analysed students’ engagement in this e-Service Learning environment. Future research should be done to investigate an effective application of technology in service-learning courses, especially to attain the attention of digital natives nowadays and engaging learners instead of merely using technologies in service-learning courses.</p>

This article reports on a qualitative study that explored online student emotional engagement experiences during Extreme e-Service Learning program in a higher education institution. There are very few studies providing in-depth perspectives on the engagement experiences of online students, moreover in Extreme e-Service Learning program. This research adopted a case study approach, following 27 online students over one semester. The setting for this study involved undergraduate students who enroll for co-curriculum course that implement Extreme e-Service Learning in one of the public universities in Malaysia. The aim of this study was to explore student's emotional engagement throughout the Extreme e-Service Learning and investigate what makes them engaged emotionally. Data was collected from participant’s reflective journal and analyzed according to engagement rubric meanwhile open-ended question was analyzed using thematic analysis. Researcher found out that participants generally have positive emotions throughout the learning process, and it gradually increased until the end of the course. Main reason for this positive emotional engagement was due to the role of instructors and peers, course design, and personal value practiced by participants. One limitation of this study is that it is relatively small but still its finding provides insight to the instructor of Service Learning that wants to shift to the online platform at the same time achieve successful and engaging learning experiences.

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.

Stress is an unavoidable reality of life that everyone must deal with. Some stress is good where it can trigger our fight-or-flight mechanism to help in case of emergencies but too much stress can harm our health and body. Different people will have different responds to stress, therefore, it is important to learn what stresses us out and how to cope with it. The purpose of this research is to study stress management among UTM students. After a thorough survey, the following aspects were identified and are briefly discussed here: level of stress, causes of stress, effect of stress, methods to relieve stress and ability to cope with stress. These are all evidence-based techniques with good results in individual with or without stress.