Applying self-determination theory to exploring students' perception towards learning modes of service-learning

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.