Parallel Session II - Room 5

Lightning Talk

Session Chair: George Thadathil, Salesian College (Autonomous), Sonada-Siliguri, Darjeeling, India

Online Service-Learning versus Face-to-Face Service-Learning:  Learning Gains in University Students and Associated Predictors [8149]
Xiaoqin Zhu, Xue Wu and Daniel T.L. Shek
The Hong Kong Polytechnic University

Abstract

Service-learning (SL) combines community engagement with academic learning. Due to the COVID-19 pandemic, face-to-face SL (FTF-SL) shifted to online SL (e-SL). Yet, direct comparison between the two modes and investigating predictors of students’ achievement in SL is limited. This study examined outcome differences (i.e., positive attributes, leadership qualities, life satisfaction) between students taking the two SL modes. Predictors of students’ changes in SL were explored. Positive changes in outcome measures were observed in both modes. However, students taking FTF-SL showed greater improvements in leadership qualities and life satisfaction. Collaborative learning, reflective learning, and course satisfaction positively predicted students’ achievement.

Keywords: community service, service learning (SL), e-SL, collaborative learning, reflective learning, course satisfaction

Thematic Area(s): 6. Student Outcomes, Assessment, and Measurement

Service-Learning and Students’ Community Representations: A pre- and post-test design with drawings [1267]
Luísa Mota Ribeiro¹, Francisca Miranda¹, Ariane Silva¹, Paulo C. Dias¹, Carmo Themudo¹, Ana Oliveira¹, Matthew A. Pink² and Robert G. Bringle^3
1Universidade Católica Portuguesa
²Australian Catholic University
³Indiana University Indianapolis

Abstract

This presentation examines how university students represent their community, particularly its negative and positive characteristics, and seeks to understand the role of Service-Learning (SL) in this process. We examine the nonverbal representations of community through drawings among university students who have participated in SL and compare them with students who have not participated in SL. Using Moscovici’s social representations theory and Asset-Based Community Development (ABCD), we explore how SL can contribute to the students’ perceptions of their communities. The findings contribute to SL theory and offer practical insights for enhancing SL design.

Keywords: Service-Learning: presentation focused on SL., University students: presentation focused on higher education students., Social representations: Moscovici's theory of social representations as framework., Nonverbal data, Community

Thematic Area(s): 6. Student Outcomes, Assessment, and Measurement

Metaphor Analysis of Service Recipients’ Experiences in a Service-Learning Program [1810]
Lu Yu¹, Meng Du¹, Chunyan Zhu², Dandan Li², Lei Zhang² and Peipei Liu^2
1The Hong Kong Polytechnic University
²Anhui Medical University

Abstract

Service-learning offers benefits to multiple stakeholders, but existing studies often overlook the experiences of service recipients, a crucial evaluation dimension. This study examined a service-learning program’s effectiveness through the experiences of rural-to-urban migrant children in Hangzhou, China. University students from Hong Kong conducted a five-day summer camp for these children as part of a service-learning program in the 2023/24 academic year. Afterward, 290 migrant children participants provided metaphors representing their camp experiences. Results indicated significant positive personal growth and highly favorable perceptions of the program. These findings underscore the program's effectiveness and the value of metaphors in evaluating service-learning experiences.

Keywords: Service-learning, Migrant children, Positive youth development, Service recipients, Metaphor

Thematic Area(s): 6. Student Outcomes, Assessment, and Measurement

Engaging Communities through Service-Learning at RV Learning Forest [5775] 
Cheng Puay Lim, Yi De Chye and Eunice Sq Ng
Ridge View Residential College, National University of Singapore

Abstract

While Singapore has fostered residents’ human-nature connection over the years, there remains a lack in residents’ pro-environmental behaviours. Engaging communities to participate in environmental civic service can encourage environmental action while nurturing individuals’ environmental stewardship. Leveraging “RV Learning Forest” as an example, the presentation explores how co-curricular environmental civic service-learning bridges this gap within the context of a residential college. By coming together to create a microforest, project participants could reflect on their environmental actions and connect with other community members, as they engaged in collective environmental action for their community.

Keywords: Engaging communities, Environmental stewardship, Outdoor education, Climate action, Service-learning

Thematic Area(s): 1. Community Engagement, Partnership, and Entrepreneurship & 3. Service-Learning in Graduate, Secondary, and Co-curricular Education

Stakeholder Engagement in Gerontechnology Education with Service-Learning: Case Study at Lingnan University [1877] 
Chloe Pui Yee Siu
Lingnan University

Abstract

Service-Learning (S-L) provides innovative collaboration opportunities to address social needs. In the context of an ageing society, the educational sector plays a pivotal role in equipping the younger generation to proactively tackle challenges arising from an ageing population. Since 2019, Lingnan University (LU) has been at the forefront of pioneering educational projects in gerontechnology, marking a significant stride in this direction.
Higher Educational Institutes (HEIs) offer S-L opportunities that not only inspire students to acquire vital skills and knowledge but also cultivate a positive attitude towards enhanced preparedness. By leveraging project design and a variety of practices, project teams share their S-L experiences and reflect on stakeholder collaboration. This not only benefits industry but also contributes positively to the future of ageing society.

Keywords: Gerontechnology, gerontech education, stakeholder analysis

Thematic Area(s): 8. Service-Learning Cases: Institutional Model