Please use this identifier to cite or link to this item:
http://hdl.handle.net/10397/89313
DC Field | Value | Language |
---|---|---|
dc.contributor | Department of Applied Social Sciences | en_US |
dc.creator | Lin, L | en_US |
dc.creator | Shek, DTL | en_US |
dc.date.accessioned | 2021-03-10T06:22:53Z | - |
dc.date.available | 2021-03-10T06:22:53Z | - |
dc.identifier.issn | 1661-7827 | en_US |
dc.identifier.uri | http://hdl.handle.net/10397/89313 | - |
dc.language.iso | en | en_US |
dc.publisher | Molecular Diversity Preservation International (MDPI) | en_US |
dc.rights | © 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). | en_US |
dc.rights | The following publication Lin, L.; Shek, D.T.L. Serving Children and Adolescents in Need during the COVID-19 Pandemic: Evaluation of Service-Learning Subjects with and without Face-to-Face Interaction. Int. J. Environ. Res. Public Health 2021, 18, 2114 is available at https://doi.org/10.3390/ijerph18042114. | en_US |
dc.subject | Service learning | en_US |
dc.subject | Online teaching and learning | en_US |
dc.subject | Higher education | en_US |
dc.subject | COVID-19 pandemic | en_US |
dc.subject | Positive youth development | en_US |
dc.title | Serving children and adolescents in need during the COVID-19 pandemic : evaluation of service-learning subjects with and without face-to-face interaction | en_US |
dc.type | Journal/Magazine Article | en_US |
dc.identifier.spage | 2114 | en_US |
dc.identifier.epage | 16 | en_US |
dc.identifier.volume | 18 | en_US |
dc.identifier.issue | 4 | en_US |
dc.identifier.doi | 10.3390/ijerph18042114 | en_US |
dcterms.abstract | The coronavirus disease (COVID-19) outbreak has posed a great challenge to teaching and learning activities in higher education, particularly for service-learning subjects that involve intensive human interaction. Although service-learning may be transformed to a virtual mode in response to the pandemic, little is known about the impact of this new mode on student learning and well-being. This paper reports a university credit-bearing service-learning subject that involves services toward needy children and adolescents in a non-face-to-face mode under COVID-19 pandemic. We examined the effectiveness of this subject by comparing it with the same subject delivered via a face-to-face mode. Objective outcome evaluation via a pretest-posttest comparison (N = 216) showed that the students who took service-learning subjects with and without face-to-face interaction showed similar positive changes in positive youth development competences, service leadership qualities, and life satisfaction. Subjective outcome evaluation (N = 345) also showed that most students were satisfied with the subject, instructors and benefits regardless of the service mode. The findings highlight the important role of non-face-to-face service learning in promoting college students’ positive growth and well-being. | en_US |
dcterms.accessRights | open access | en_US |
dcterms.bibliographicCitation | International journal of environmental research and public health, 2 Feb. 2021, v. 18, no. 4, 2114, p. 1-16 | en_US |
dcterms.isPartOf | International journal of environmental research and public health | en_US |
dcterms.issued | 2021-02-02 | - |
dc.identifier.eissn | 1660-4601 | en_US |
dc.identifier.artn | 1 | en_US |
dc.description.validate | 202103 bcrc | en_US |
dc.description.oa | Version of Record | en_US |
dc.identifier.FolderNumber | a0605-n01, a0636-n88 | en_US |
dc.identifier.SubFormID | 564 | en_US |
dc.description.fundingSource | Others | en_US |
dc.description.fundingText | The Wharf (Holdings) Limited | en_US |
dc.description.pubStatus | Published | en_US |
Appears in Collections: | Journal/Magazine Article |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
Lin_2021_Service Learning under COVID 19.pdf | 307.7 kB | Adobe PDF | View/Open |
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