Ensuring the Effectiveness of EService-Learning in Holistic Education Under Social Distancing

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
C. Xiao, K. Wan, W. Chan
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引用次数: 2

Abstract

Background: The worldwide pandemic has shifted eService-Learning from a pedagogical innovation into a must, challenging the applicability of frameworks and principles previously developed. Purpose: The authors aim to verify whether extreme eService-Learning can be assessed within Ma and Lo's holistic outcome framework and how to ensure its effectiveness in cultivating students roundly. Methodology/Approach: Based on a holistic outcome framework produced under traditional semesters, this study examines six Service-Learning courses. Adopting a mixed-method approach, self-reported students questionnaires (N = 497) were analyzed by paired-sample t-test and ANCOVA to compare students’ Service-Learning outcomes in the traditional and pandemic periods, from which two effective courses were identified. A case study was conducted to conceptualize the good practices in extreme eService-Learning. Findings/Conclusions: Findings reveal extreme eService-Learning can enhance students’ subject-related knowledge, soft skills, and civic orientation. To ensure its effectiveness in holistic education, balance between the tangibility and ambiguity in service and the harmony of individualized and collaborative learning should be planned in the curriculum and cautiously implemented. Implications: A holistic Service-Learning outcome framework is verified to be applicable in an entirely online environment. The summarized principles provide reference to practicing extreme eService-Learning under current social distancing restrictions and worth further normalizing in the post-COVID era.
社会距离下全人教育中服务学习的有效性保障
背景:全球大流行已使电子服务学习从一种教学创新转变为一种必须,挑战了以前制定的框架和原则的适用性。目的:作者旨在验证极端eservice学习是否可以在Ma和Lo的整体结果框架内进行评估,以及如何确保其在全面培养学生方面的有效性。方法/方法:基于传统学期产生的整体结果框架,本研究考察了六门服务学习课程。采用混合方法对学生自报问卷(N = 497)进行配对样本t检验和ANCOVA分析,比较学生在传统和大流行时期的服务学习结果,从中确定了两个有效的课程。通过一个案例研究,对极限eservice学习中的良好实践进行了概念化。研究结果/结论:研究结果表明,极端的eservice学习可以增强学生的学科相关知识、软技能和公民取向。为确保其在全人教育中的有效性,应在课程中规划并谨慎实施服务的有形性和模糊性之间的平衡以及个性化和协作性学习的和谐。启示:一个整体的服务学习成果框架被验证为适用于一个完全在线的环境。总结的原则对当前社会距离限制下的极限eservice学习实践具有借鉴意义,值得后疫情时代进一步规范。
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来源期刊
Journal of Experiential Education
Journal of Experiential Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
20.00%
发文量
26
期刊介绍: The Journal of Experiential Education (JEE) is an international, peer-reviewed journal publishing refereed articles on experiential education in diverse contexts. The JEE provides a forum for the empirical and theoretical study of issues concerning experiential learning, program management and policies, educational, developmental, and health outcomes, teaching and facilitation, and research methodology. The JEE is a publication of the Association for Experiential Education. The Journal welcomes submissions from established and emerging scholars writing about experiential education in the context of outdoor adventure programming, service learning, environmental education, classroom instruction, mental and behavioral health, organizational settings, the creative arts, international travel, community programs, or others.
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