Please use this identifier to cite or link to this item:
Title: Applying self-determination theory to exploring students' perception towards learning modes of service-learning
Authors: Tang, AL 
Cheng, TO 
Kwong, R 
Keywords: Service-learning
Self-determination Theory
Issue Date: 2020
Publisher: ICSL 2019
Source: Proceedings of the 3rd International Conference on Service-Learning, 10-12 January, 2019, Hong Kong Polytechnic University, p. 297-302 How to cite?
Abstract: This research applied self-determination theory (SDT) to investigating undergraduate students’ perceptions of the effectiveness of blended-learning approach in equipping them with the necessary skills to cope with international service-learning, in the aspects of autonomy, relatedness and competences. Qualitative research in form of focus groups was adopted to collect students’ opinions about blended-learning activities, and comparative analysis was used to discern their manifested and latent views in relation to competence, relatedness and autonomy. Results showed that the students perceived having been well-equipped with the competences and skills required for the service delivery through the blended-learning activities. They also perceived that their relatedness and autonomy have been enhanced, which resulted in better preparation to face uncertainties in the service trip. It is suggested that teachers, researchers and administrators could contemplate how to fine-tune blended- learning activities to better integrate into the service-learning class for students’ learning facilitation.
Rights: ©2019 The 3rd International Conference on Service-Learning (ICSL)
Posted with permission of the publisher.
Appears in Collections:Conference Paper

Files in This Item:
File Description SizeFormat 
Tang_Self-Determination_Theory_Perception.pdf395.99 kBAdobe PDFView/Open
Show full item record
PIRA download icon_1.1View/Download Contents

Page view(s)

Citations as of Feb 19, 2020


Citations as of Feb 19, 2020

Google ScholarTM


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.