Online service-learning versus face-to-face service-learning : learning gains in university students and associated predictors

Abstract

Service-Learning (SL) combines community engagement with academic learning, where students apply and consolidate their knowledge and skills through community services. Due to the COVID-19 pandemic, traditional face-to-face SL (FTF-SL) was replaced by remote online SL (e-SL). Although studies have supported the benefits of both FTF-SL and e-SL, direct comparisons and investigations of predictors of students’ achievement in SL remain scarce. This study used data collected in China (N = 115) to explore the differences in outcome measures (i.e., positive attributes, leadership qualities, and life satisfaction) across students in the two SL modes. Additionally, we explored the predictors of students’ changes in SL, focusing on collaborative learning, reflective learning, and course satisfaction. While positive changes were observed in the outcome measures for both e-SL and FTF-SL modes, greater improvement in leadership qualities and life satisfaction was found in the latter arrangement. Furthermore, collaborative learning, reflective learning, and course satisfaction positively predicted students’ achievement in SL. These findings enhance our comprehension of the effectiveness of various SL delivery and inform the design and implementation of SL courses in online and FTF settings in higher education.