Reciprocal learning in service-learning? Measuring bidirectional outcomes of college students and service recipients in tutor-based services in Hong Kong

Khiatani, Paul Vinod; Liu, Jacky Ka Kei

doi:10.1080/14703297.2019.1607765

Cited by 3 publications

(1 citation statement)

References 15 publications

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“…Regarding the university’s civic obligation, empirical scholarship on service-learning has shown that the experiential pedagogy cultivates (by necessitating ) closer involvements between the university and community groups and agencies, industries, and governments (e.g., Downes et al., 2007 ; Preradovic, 2011 ). Unlike other models of partnerships between university and non-university entities, such as fieldwork placement or internships, mutual empowerment in service-learning is achieved through actualizing its foundational tenets of reciprocity and equality among all parties involved in the community-academic partnership (Crabtree, 1998; Khiatani and Liu, 2020 ). Practically, as Voss et al (2015) discuss, community-academic partnerships to implement service-learning “are possible when problems and solutions are identified together, when problems are addressed mutually, and when clear responsibilities, expectations, and objectives are established” (p. 396).…”

Section: Literature Reviewmentioning

confidence: 99%

Service-learning under COVID-19: A scoping review of the challenges and opportunities for practicing service-learning in the ‘New Normal’

Khiatani,

She,

et al. 2023

International Journal of Educational Development

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Section: Literature Reviewmentioning

confidence: 99%

Service-learning under COVID-19: A scoping review of the challenges and opportunities for practicing service-learning in the ‘New Normal’

Khiatani,

She,

et al. 2023

International Journal of Educational Development

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Effectiveness of Electronic Service-Learning (e-SL) in Primary School Children in China during the COVID-19 Pandemic

Li,

Shek,

Mok

et al. 2023

Applied Research Quality Life

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In recent years, Service-Learning (SL) has become a popular pedagogy in higher education, especially in Asian societies such as Hong Kong. However, although prior studies have generally showed positive effects of SL for service providers (university students in particular), there is limited evidence of the benefits of SL for the service recipients. Additionally, due to the COVID-19 pandemic, some SL programs have shifted from a traditional in-person mode to an online mode, thereby creating the need to evaluate e-Service Learning (e-SL) projects. In this study, we evaluated changes among 422 primary school students as service recipients (50.6% male; 49.4% female; Mage = 11.53) joining an e-SL program conducted in mainland China by 85 undergraduate students from a public university in Hong Kong. Using a single-group pretest and posttest design with data collected before and after the e-SL program, which focused on leadership and personal development outcomes, we found that the service recipients showed significant improvements in positive youth development (PYD) attributes, leadership qualities, psychological well-being, and academic performance. We also found gender differences in most of the developmental outcomes, with male participants showing more positive improvements than female participants. These pioneering findings underscore the effectiveness of e-SL program in terms of promoting the holistic development of service recipients. This study also reveals gender differences in the benefits derived from e-SL programs.

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Challenges for the Construction of Identities With Historical Consciousness

Algarra

López

2020

Handbook of Research on Citizenship and Heritage Education

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As a result of innovative didactic experiences and previous research, the authors selected and highlighted some of the most important bases to consider that citizenship education and heritage education share common principles and objectives to enhance aspects such as participation, commitment, or historical awareness. However, there are still challenges that must be faced collaboratively between public administrations, social groups, the private sector, and the general public. This chapter starts with a review about research on heritage education and research in citizenship education and continues with the description of some innovative experiences based on research into heritage and citizenship education; concluding that the connections between citizenship education and heritage education allows the definition of new lines of research and innovation framed as relevant socio-environmental issues, such as controversial social issues, the approach to freedoms, social justice, respect and sociocultural empathy, democratic values, and construction of identities, among others.

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Reciprocal learning in service-learning? Measuring bidirectional outcomes of college students and service recipients in tutor-based services in Hong Kong

Cited by 3 publications

References 15 publications

Service-learning under COVID-19: A scoping review of the challenges and opportunities for practicing service-learning in the ‘New Normal’

Service-learning under COVID-19: A scoping review of the challenges and opportunities for practicing service-learning in the ‘New Normal’

Effectiveness of Electronic Service-Learning (e-SL) in Primary School Children in China during the COVID-19 Pandemic

Challenges for the Construction of Identities With Historical Consciousness

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