Who benefits and appreciates more? An evaluation of Online Service-Learning Projects in Mainland China during the COVID-19 pandemic

被引:18
作者
Lin, Li [1 ]
Shek, Daniel T. L. [2 ]
Li, Xiang [2 ]
机构
[1] Lingnan Univ, Sch Grad Studies, Dept Appl Psychol, Tuen Mun, Hong Kong, Peoples R China
[2] Hong Kong Polytech Univ, Dept Appl Social Sci, Hung Hom, Hong Kong, Peoples R China
关键词
Online service learning; Project evaluation; Positive youth development; Service leadership; Life satisfaction; RESIDUAL CHANGE SCORES; TEACHING EFFECTIVENESS; SATISFACTION; METAANALYSIS; PERSONALITY; CHILDRENS; INSIGHTS; INTERNET;
D O I
10.1007/s11482-022-10081-9
中图分类号
C [社会科学总论];
学科分类号
03 ; 0303 ;
摘要
Previous studies have reported the feasibility and benefits of online service learning, but little is known about who benefits more from online SL and who is more satisfied. This study addressed these questions based on an evaluation of online service learning projects implemented in Xi'an and Chengdu, China, during the COVID-19 pandemic. Pretest-posttest comparison showed significant positive changes in two intended learning outcomes (i.e., positive youth development qualities and service leadership qualities) and life satisfaction before and after the service among participating students in the Xi'an project. Cross-lagged modeling based on Xi'an and Chengdu data revealed that students with better initial positive youth development qualities tended to show increased service leadership qualities and life satisfaction after the service, while initial service leadership qualities did not predict positive youth development qualities and life satisfaction after the service. However, the two-line test indicated that some of these relationships might be curvilinear. Finally, Pearson correlation analyses demonstrated that students who experienced greater changes in positive youth development qualities and service leadership qualities reported better appraisal of course qualities, teacher performance, and course effectiveness, while multiple regression analyses showed the unique effects of change in service leadership qualities (but not change in positive youth development qualities) on the perception of teacher performance and course effectiveness. Altogether, this study not only showcases the potential benefits of online SL, but also provides initial evidence suggesting the variation in (perceived) benefits by students' psychosocial competencies and learning experiences.
引用
收藏
页码:625 / 646
页数:22
相关论文
共 58 条
[1]  
[Anonymous], 2015, INT J DISABIL HUM DE
[2]  
Appana S., 2008, International Journal on ELearning, V7, P5
[3]   COVID-19 and online teaching in higher education: A case study of Peking University [J].
Bao, Wei .
HUMAN BEHAVIOR AND EMERGING TECHNOLOGIES, 2020, 2 (02) :113-115
[4]   The Relationship of Loneliness and Social Anxiety with Children's and Adolescents' Online Communication [J].
Bonetti, Luigi ;
Campbell, Marilyn Anne ;
Gilmore, Linda .
CYBERPSYCHOLOGY BEHAVIOR AND SOCIAL NETWORKING, 2010, 13 (03) :279-285
[5]  
Burton C., 2021, SCHOLARSHIP TEACHING, DOI DOI 10.1037/STL0000292
[6]   A Meta-analysis of the Impact of Service-Learning on Students [J].
Celio, Christine I. ;
Durlak, Joseph ;
Dymnicki, Allison .
JOURNAL OF EXPERIENTIAL EDUCATION, 2011, 34 (02) :164-181
[7]   The integration of synchronous communication technology into service learning for pre-service teachers' online tutoring of middle school students [J].
Chen, Chao-Hsiu ;
Liao, Chen-Hung ;
Chen, Yi-Chieh ;
Lee, Chen-Feng .
INTERNET AND HIGHER EDUCATION, 2011, 14 (01) :27-33
[8]   Do the Socially Rich Get Richer? A Nuanced Perspective on Social Network Site Use and Online Social Capital Accrual [J].
Cheng, Cecilia ;
Wang, Hsin-yi ;
Sigerson, Leif ;
Chau, Chor-lam .
PSYCHOLOGICAL BULLETIN, 2019, 145 (07) :734-764
[9]  
Chung, 2012, SERVICE REBORN
[10]  
Cohen J., 1992, Current Directions in Psychological Science, V1, P98, DOI DOI 10.1111/1467-8721.EP10768783