Comparing the Effects of Service-Learning Versus Nonservice-Learning Project Experiences on Service Leadership Emergence and Meaning Schema Transformation

Chen, Tingting; Snell, Robin Stanley; Wu, Crystal Xinru

doi:10.5465/amle.2016.0309

Cited by 26 publications

(24 citation statements)

References 57 publications

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“…Basically, the methods of e learning are good presented in the teaching and methodological literature for correspondence education in Universities, and E-portfolio as well [7]. The authors of teaching methods using distance technologies did not assume the situation of the complete transition of students of full-time courses to e-learning in case of abandoning traditional forms of conducting classes [8,9].…”

Section: Introductionmentioning

confidence: 99%

Experience of using distance technology to teach Chinese undergraduates during the COVID-19 pandemic

et al. 2020

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The COVID-19 pandemic has significantly affected the organization of the educational process in Russian universities. The object of the research is the experience of implementing e-education and the transition to distance technologies for continuing education of Chinese undergraduates in the Russian metropolitan university. Russian universities had the technical capabilities and used various electronic educational platforms. In the same time, the results of the survey showed a decrease in the satisfaction of Chinese full-time students when switching to distance learning. The study shows the significant factors that had a negative impact on the educational process using distance technology to teach Chinese undergraduates during the COVID-19 pandemic. The authors have grouped these factors into five groups (technical, language, emotional, and financial, content of lecture). Identification of these factors made it possible to develop a program to improve the educational process and enhance the satisfaction of foreign students studying at Russian universities.

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Section: Introductionmentioning

confidence: 99%

Experience of using distance technology to teach Chinese undergraduates during the COVID-19 pandemic

et al. 2020

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“…Hong Kong based researchers, Chen et al (2018) identified three interrelated variables in addition to the above-mentioned 3 Rs, which help distinguish between service-learning project experience and non-service-learning project experience. The first variable is project experiences.…”

Section: Conceptual Framework For Assessing Process Variables Salient For Service-learning Experiencementioning

confidence: 99%

“…Addressing authentic problems (Snell et al, 2015) c. Reality (Godfrey et al, 2005) d. Project efficacy belief (Chen et al, 2018) e. Community voices are included (Jacoby, 1996) f. Influence of community voices (Eyler & Giles, 1999) g. Service quality, diversity in service (Eyler & Giles, 1999) 2. POR plays a constructive role a. POR responsiveness (Chen et al, 2018) b. POR commitment (Snell et al, 2015) 3. Effective preparation and support a.…”

Section: Operational Process Variables For Successful Service-learning Experiencesmentioning

confidence: 99%

Conceptual Framework for Assessing Process Variables Salient for Service-Learning Experience

Snell

Lau

2020

6th International Conference on Higher Education Advances (HEAd'20)

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Service-learning is an established pedagogy which integrates experiential learning with community service. It has been widely adopted in higher education around the world including in Hong Kong, yet the key ingredients that determine its successful impacts for its stakeholders have not been fully assessed. This study reviewed the past literature, which indicates the key ingredients that may be found in successful service-learning programmes. We identify six key ingredients: students provide meaningful service; the community partner representative plays a positive role; effective preparation and support for students; effective reflection by students; effective integration of service-learning within the course design; and stakeholder synergy in terms of collaboration, communication and co-ownership. In order to obtain an inter-subjectively fair and trustworthy data set, reflecting the extent to which those key ingredients are perceived to have been achieved, we propose a multi-stakeholder approach for data collection, involving students, instructors and community partner representatives.

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“…The pedagogical approach of service learning is community-driven and allows students the opportunity to fully engage in their discipline or specialization in a community-based setting while meeting a need in their community. It is a type of high impact learning that provides students an opportunity to address real needs of a community, while receiving instructional oversight and support (Chen, Snell, & Wu, 2018). John Dewey (1938) assisted in the development of the foundations of the service learning encouraging the idea that learning is enhanced through civic participation and real-community problem-solving (Gerstenblatt & Gilbert, 2014).…”

Section: Service Learning and Self Efficacymentioning

confidence: 99%

“…For example, students provide a service via a service-learning project which provides opportunities for real-life practice (reality), they receive learning as they provide a needed service (reciprocity) and then are able to spend time carefully thinking about their experiences and knowledge (reflection) at the completion of the assignment in a safe and nurturing environment. This is important because students' psychological perceptions of service learning influence their perception of how service-learning effects their development of learned skills (Chen & Wu, 2018).…”

Section: Service Learning and Self Efficacymentioning

confidence: 99%

An Examination of Service Learning and Self-Efficacy for Masters Students Engaging in Substance Use Education

Rose¹,

Thomas²,

Christian³

et al. 2019

IJPS

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This study explored perceptions of social work students before and after a service-learning project in which they worked with clients with substance abuse issues. Two areas were explored: (1) social work students’ perceptions of treating clients with substance use before and after the course “Addiction Treatment in Social Work” and the required service-learning project component; and (2) social work students’ self-efficacy before and after the addiction, service-learning project. Data-collection occurred through a pre-post self-efficacy survey, a questionnaire about interests in working with clients struggling with addiction and a course assignment. Students also completed a demographic questionnaire. Data were analyzed using Dedoose for the qualitative data component and SPSS for the quantitative components. Overall, findings from the quantitative and qualitative analyses were very positive. Although there were no significant increases in self-efficacy from pre-post-test the average scores did increase nearly 3.5 points. Students also indicated they were more willing to work with both individuals and groups/families dealing with addiction issues. Moreover, students reported an increase in insight, skills, community engagement and meaningful experiences even though they reported having feelings of doubt initially. Based on the findings, specialized training and service-learning opportunities in addictions for social work students is beneficial. Training should target appropriate skills, the distinct needs of people who are suffering from substance abuse disorders, and self-reflection regarding perceptions of substance use disorders.

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Comparing the Effects of Service-Learning Versus Nonservice-Learning Project Experiences on Service Leadership Emergence and Meaning Schema Transformation

Cited by 26 publications

References 57 publications

Experience of using distance technology to teach Chinese undergraduates during the COVID-19 pandemic

Experience of using distance technology to teach Chinese undergraduates during the COVID-19 pandemic

Conceptual Framework for Assessing Process Variables Salient for Service-Learning Experience

An Examination of Service Learning and Self-Efficacy for Masters Students Engaging in Substance Use Education

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