Teaching Public Health Program Planning: Service Learning in an Online Format

Abstract

Service-learning has many benefits for undergraduate students in health promotion. Research on health promotion service-learning in an online format, however, is limited. This pilot study aims to evaluate a fully online, undergraduate health promotion service-learning course from the perspective of students enrolled in the course, the project recipients, and the partnering organizations. We also provide details about the course development and process as a resource for faculty teaching health promotion programing and evaluation courses with a service-learning component. College students enrolled in the course (n = 44) completed a survey to assess learning outcomes. Service-learning program recipients (high school students; n = 127) completed a survey to assess program satisfaction, and teachers from the partnering schools (n = 4) participated in interviews to explore program perceptions. College students had high confidence in their ability to conduct a needs assessment (91%), develop a program plan (93%), and implement (91%) and evaluate (89%) a health program. The majority of high school students reported that the program was interesting (65%), engaging (86%), and that they learned something new (62%). Teachers reported valuing the program, yet suggested multiple strategies to improve engagement online, including the use of interactive technologies and developing a rapport with students. This study suggests that an online format is appropriate for facilitating health promotion skill development among college students and provides recommendations for future faculty to strengthen course design and partnerships in an online setting.