Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/89313
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dc.contributorDepartment of Applied Social Sciencesen_US
dc.creatorLin, Len_US
dc.creatorShek, DTLen_US
dc.date.accessioned2021-03-10T06:22:53Z-
dc.date.available2021-03-10T06:22:53Z-
dc.identifier.issn1661-7827en_US
dc.identifier.urihttp://hdl.handle.net/10397/89313-
dc.language.isoenen_US
dc.publisherMolecular 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.rightsThe 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.subjectService learningen_US
dc.subjectOnline teaching and learningen_US
dc.subjectHigher educationen_US
dc.subjectCOVID-19 pandemicen_US
dc.subjectPositive youth developmenten_US
dc.titleServing children and adolescents in need during the COVID-19 pandemic : evaluation of service-learning subjects with and without face-to-face interactionen_US
dc.typeJournal/Magazine Articleen_US
dc.identifier.spage2114en_US
dc.identifier.epage16en_US
dc.identifier.volume18en_US
dc.identifier.issue4en_US
dc.identifier.doi10.3390/ijerph18042114en_US
dcterms.abstractThe 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.accessRightsopen accessen_US
dcterms.bibliographicCitationInternational journal of environmental research and public health, 2 Feb. 2021, v. 18, no. 4, 2114, p. 1-16en_US
dcterms.isPartOfInternational journal of environmental research and public healthen_US
dcterms.issued2021-02-02-
dc.identifier.eissn1660-4601en_US
dc.identifier.artn1en_US
dc.description.validate202103 bcrcen_US
dc.description.oaVersion of Recorden_US
dc.identifier.FolderNumbera0605-n01, a0636-n88en_US
dc.identifier.SubFormID564en_US
dc.description.fundingSourceOthersen_US
dc.description.fundingTextThe Wharf (Holdings) Limiteden_US
dc.description.pubStatusPublisheden_US
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