Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/89241
Title: Challenge, meaning, interest, and preparation : critical success factors influencing student learning outcomes from service-learning
Authors: Ngai, G 
Chan, SCF 
Kwan, KP 
Issue Date: 6-Jan-2019
Source: Journal of higher education outreach and engagement, 6 Jan. 2019, v. 22, no. 4, p. 55-79
Abstract: What makes service-learning effective? This article examines key factors influencing student service-learning outcomes in higher education. We studied 2,214 students who had completed a credit-bearing service-learning course in a large public university in Hong Kong. The students were asked to rate the course and pedagogical features, as well as their attainment of the intended learning outcomes of the course. Multiple regressions were then performed to identify and compare the relative contribution of the individual course and pedagogical elements. Results showed that students' attainment of the different servicelearning outcomes is influenced to varying degrees by different course and pedagogical elements. Specifically, we found that the most positive outcomes are associated with challenging and meaningful tasks, interest in the subject/project, perceived benefits to people served, preparation for service, and appreciation of the service by the people served. We discuss implications of the findings for theory, practice, and further research.
Keywords: Course and pedagogical features
Higher education
Learning outcomes
Service-learning
Publisher: University of Georgia
Journal: Journal of higher education outreach and engagement 
ISSN: 1534-6102
EISSN: 2164-8212
Rights: © Journal of Higher Education Outreach and Engagement
Copyright © 2018 by the University of Georgia. All rights reserved.
Posted with permission of the University.
Appears in Collections:Journal/Magazine Article

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