A Systematic Review of e-Service Learning in Higher Education

Marcus, Valerie Bukas; Atan, Noor Azean; Yusof, Sanitah Mohd; Tahir, Lokman Mohd

doi:10.3991/ijim.v14i06.13395

Cited by 26 publications

(11 citation statements)

References 16 publications

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“…Martínez-Usarralde et al (2019) point out that MM are the second most common methodology used to study S-L: MM are used in 37.49% of studies, superseded by qualitative studies (54.17%); quantitative methods (4.17%) and action research (4.17%) are employed to a much lesser degree. This finding is similar to that of Bukas et al (2020), who found that case studies were the most common (20%) followed by MM (15%), whereby only 5% of them applied action research, and only another 5% consisted in qualitative studies that did not specify which method they had applied; meanwhile, 55% of the studies they analysed did not even mention which methodology they had used. At any rate, these two overview articles merely identified the research methodologies employed in the studies they investigated, without analysing what kind of methodological benefits MM could provide for the comprehension of S-L.…”

Section: Introductionsupporting

confidence: 83%

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Mixed methods research in service-learning: an integrative systematic review

et al. 2021

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In view of the challenges involved in designing a study of Mixed Methods (MM), as well as the problematics inherent in studying Service-Learning (S-L) from new research perspectives, and considering the lack of systematic reviews of MM in S-L, this study proposes to analyse the use of MM research to evaluate S-L through a systematic integrative review of scientific papers published in international databases (ERIC, DIALNET, SCOPUS, and Web of Science) using the terms ‘mixed methods research’ and ‘service-learning’. The contextual and methodological variables were analysed descriptively and inferentially using Excel and Stata programs. Moreover, 149 predefined codes were created and analysed using the qualitative program Atlas.ti to identify which terms associated with the research methodology were used most frequently in relation to the MM for S-L methodology, and how and why they were used. Of the 192 papers found, only 93 met the inclusion criteria. The results show that very few investigations specify the MM they used in sufficient detail. Only 28% provide information to estimate the effect size, suggest interventions based on S-L, and collect measures for post-intervention evaluation. This demonstrates that the relationship between MM and stages of the S-L are not complemented in the methodological design. The results demonstrated that researchers should continue working with MM in S-L for the integration of qualitative and quantitative results. This research can be a methodological guide for professionals and academics who want to investigate MM in S-L because it identifies methodological deficiencies and strengths and offers and alternative designs to evaluate the service.

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Section: Introductionsupporting

confidence: 83%

“…We likewise find a greater quantity of terms related with qualitative research, which, indeed, is the methodological approximation most often employed in S-L. This result is confirmed by Martínez-Usarralde et al ( 2019), Bukas et al (2020), andRedondo-Corcobado andFuentes (2020).…”

supporting

confidence: 87%

Mixed methods research in service-learning: an integrative systematic review

et al. 2021

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“…Research on student learning from e-service-learning prior to the pandemic is limited. A systematic review of e-service-learning in major literature databases by Marcus et al (2020) identified only two (out of 20) publications focusing on student learning outcomes. However, many past studies suggest that student learning gains in e-service-learning are similar to those from traditional (on-site) service-learning.…”

Section: Literature Reviewmentioning

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

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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.

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“…Service-Learning (SL) integrates academic study with community service guided by reciprocal relations and systematic re ection (Abenir & Ma, 2020;Bringle & Hatcher, 2009). Online SL is a unique mode of service-learning that takes place in a completely online environment, enabling students to work with partner communities remotely using information and communication technology (ICT) platforms (Marcus et al, 2020;Waldner et al, 2012). Due to the COVID-19 pandemic, Online SL has become a necessary adaptation for higher educational institutions (HEIs) globally (Dapena et al, 2022;Schmidt, 2021).…”

Section: Introductionmentioning

confidence: 99%

Immediate Impacts of Online Service-Learning Engagements on Partner Communities: A Mixed Methods Approach

Abenir

Lopez

Mendoza

et al. 2023

Preprint

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This study investigates the immediate impacts of online Service-Learning (SL) on partner communities in the Philippines, addressing a gap in existing literature focused on face-to-face (f2f) SL engagements. Using a mixed-method convergent design, it assesses benefits, drawbacks, and factors influencing the effectiveness of online SL. Data was collected from 66 key contacts across 36 community partner organizations (CPOs) of a comprehensive university using a survey questionnaire and 11 individual interviews. Results show that online SL projects generally support CPOs' missions, enhance resources, foster new knowledge, and yield positive outcomes. However, qualitative analysis reveals areas for improvement to make online SL more engaging and responsive to community needs. This research emphasizes the importance of examining the immediate impact of online SL, guiding best practices for implementation, and fostering effective online SL collaborations that can be adapted across various countries with similar contexts.

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A Systematic Review of e-Service Learning in Higher Education

Cited by 26 publications

References 16 publications

Mixed methods research in service-learning: an integrative systematic review

Mixed methods research in service-learning: an integrative systematic review

A Large-Scale Study of Students’ E-Service-Learning Experiences and Outcomes During the Pandemic

Immediate Impacts of Online Service-Learning Engagements on Partner Communities: A Mixed Methods Approach

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